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Is there Evidence for Differential Benefits between Mobile Devices Used for Self-access Learning as Opposed to Language Learning in the Classroom with the Teacher?
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Paul Sweeney, Founder and Director, Eduworlds Knowledge Ltd.
Executive Summary: Educators in ‘traditional’ face-to-face training scenarios are exploiting the potential of students’ own mobile devices – often but not exclusively smartphones and tablets – to increase the relevance of the taught English for the workplace programs. Seven educators from very different contexts but all teaching some form of English for the Workplace were interviewed about their practice of creating mobile-enabled self-access activities. The introduction of these activities proved beneficial in a number of ways: they compensated for some of the inherent limitations of the face-to-face program; they increased the workplace relevance of the course overall; they increased student participation and motivation and provided the students with tangible skills and resources which they could use in their personal and professional lives. The changed approaches and practices required by the use of these activities provided insights into the real nature of student digital literacies in educational contexts and pointers towards the training and support needed. Training is unlikely to be sufficient in itself – educators need to own and use these devices in their personal lives in order to use them appropriately in a professional context. The use of such activities extends the traditional classroom and leads to a rethinking of traditional educator roles.
Discussion of this paper provided by: Jeff R. Watson, Center for Languages, Cultures, & Regional Studies, US Military Academy – West Point, USA
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Discussion of this paper provided by: Kevin Jepson, Senior Development Editor, EF Englishtown.com, USA
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Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
Beyond the Classroom: Mobile Learning the Wider World
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Ken Beatty, Professor of TESOL, Anaheim University
Executive Summary: Mobile learning has extended opportunities for making teaching and learning available beyond the traditional classroom. Associated technologies, software programs, and internet access have enfranchised many students who previously had little access to quality teaching. However, a paradigm shift has occurred in which learners are turning to new mobile learning opportunities to supplant traditional teaching as virtual extensions of earlier self-help books, phrase books, and audio-based language learning programs. Audio translation apps, augmented reality, and just-in-time learning approaches are providing alternatives to those with neither access nor time to learn a language. This paper examines the theoretical underpinnings of a range of technologies and applications, contrasting them with the traditional classroom and imagining the future of mobile language teaching and learning and the impact it will have on policymakers, teachers, employers, and learners.
Discussion of this paper provided by: Leonardo A. Mercado, Academic Director, Instituto Cultural Peruano Norteamericano (ICPNA), Peru
Read Leonardo A. Mercado’s discussion of this paper by clicking here.
Discussion of this paper provided by: Joyce Wangia, Director, Centre for Institutional Based Programmes, Kenyatta University, Kenya
Read Joyce Wangia’s discussion of this paper by clicking here.
Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
Some Emerging Principles for Mobile-assisted Language Learning
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Glenn Stockwell, Professor, Waseda University
Philip Hubbard, Senior Lecturer and Director of English for Foreign Students, Stanford University Language Center
Executive Summary: The steadily increasing access to sophisticated but affordable portable technologies over the past several years has brought with it a body of research into using these technologies for learning in both formal and informal contexts. It is not surprising, then, that language teachers have also adopted mobile technologies into their individual teaching and learning contexts. This paper first examines recent studies from the mobile-assisted language learning (MALL) literature, exploring the issues that emerge from this body of research through a framework distinguishing physical, pedagogical, and psycho-social dimensions. Recognizing not only the contributions but also the limitations of existing MALL literature, it then identifies a number of findings from the closely allied fields of mobile learning (ML) and computer-assisted language learning (CALL) that can inform both research and practice in MALL. Drawing from all three sources (MALL, ML, and CALL), the paper proposes ten general principles to guide teachers, learners, administrators, employers, and other stakeholders in the challenge of effectively integrating mobile devices and tasks into language learning environments. The paper concludes with a case study showing how each of the principles described have been applied in an actual mobile language learning context.
Discussion of this paper provided by: Tarana Patel, Founder & Educator, learnEd, India
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Discussion of this paper provided by: Simone Smala, Professor, The University of Queensland, Brisbane, Australia
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Terms of Use and Disclaimer: TIRF is providing this information as a service to our constituents, and no endorsement by TIRF of the ideas presented in this paper is intended or implied. The information is made available free of charge and may be shared, with proper attribution. However, the papers may not be reprinted without express written permission from TIRF.
This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with Routledge (Taylor & Francis). It brings together the latest developments in research on teaching English in under-resourced contexts across the world, offering a window into the complex challenges that these communities face. Recommendations from research and experience in well-resourced contexts are frequently not relevant or feasible in different circumstances. Contributors explore local and regional assets and challenges to provide a deeper understanding of the difficult issues that language learners and teachers must confront, and they provide insights to meet those challenges.
With chapters written by TIRF Doctoral Dissertation Grant awardees, the volume addresses the crucial and growing need for research-based conversations on the contexts, environments, and challenges of teaching English in areas of the world with limited resources, literacy levels or other constraints.
The volume includes sections on policy connections, teacher preparation, and practice insights. It is a useful resource for graduate students and teacher educators in language education, ESL/EFL education, and international education, and an enlightening reference for all readers with an interest in language education around the world.
To view the book, please click here.
The sixth volume in the “Global Research on Teaching and Learning English” was released in February 2019. Global Perspectives on Language Assessment: Research, Theory, and Practice is co-produced with Routledge/Taylor & Francis.
This new book offers up-to-date research on the rapidly changing field of language assessment. The volume features original research with chapters reporting on a variety of international education settings from a range of diverse perspectives. Covering a broad range of key topics—including scoring processes, test development, and student and teacher perspectives—contributors offer a comprehensive overview of the landscape of language assessment and discuss the consequences and impact for learners, teachers, learning programs, and society. Focusing on the assessment of language proficiency, this volume provides an original compendium of cutting-edge research that will benefit TESOL and TEFL students, language assessment scholars, and language teachers
This volume is co-edited by TIRF Trustees Dr. Spiros Papageorgiou and Dr. Kathi Bailey. Click here to learn more information about this book, including how to order.
TIRF’s 2017 commissioned study is titled, Online Language Teacher Education: Participants’ Experiences and Perspectives. This paper is a follow-up study to TIRF’s 2013 study, A Case for Online English Language Teacher Education (see below for further information).
We would like to extend our sincere gratitude to the co-authors of this study, Dr. Denise Murray (Professor Emerita at Maquarie University, Sydney, Australia & at San José State University, San José, California, USA) and Dr. MaryAnn Christison (Professor, Department of Linguistics and the Urban Institute for Teacher Education at the University of Utah in Salt Lake City, Utah). This research investigates the experiences and perceptions of students and instructors in OLTE courses and programs.
- Click here to download the paper.
- To download the Executive Summary, click here.
TIRF Insights: Social and Emotional Learning is available in four languages: Arabic, Chinese (Simplified), English, and Spanish.
This paper, authored by Katherine (Kath) Stannett, investigates social and emotional learning (SEL) against the backdrop of the COVID-19 pandemic and consequent disrupted education and learning loss.
Recent research suggests that the COVID-19 pandemic has led to disrupted education, learning loss, and the wide-scale use of hybrid and online teaching and learning. The pandemic has also revealed and underscored a need to address not only stude
nts’ academic skills but also their social and emotional skills.
This paper is made available to the public for free. Use these links to access the publication:
TIRF is pleased to have worked with author Kath Stannett, an England-based teacher trainer and materials writer, and in collaboration with Laureate International Universities and National Geographic Learning, to produce this first paper in the “TIRF Insights” series. This series was formerly known as “TIRF Language Education in Review.”
Via “TIRF Insights,” the Foundation profiles recent research in the field of English Language Teaching in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.
Click here to download the English version of TIRF Insights: Social Emotional Learning.
The FreeBook TIRF has co-published with Routledge features one chapter in each of the six previously published books in the “Global Research in Teaching and Learning English” series.
To download the FreeBook, click here.
In March 2014, TIRF released its first ever book-length publication. Teaching and Learning English in the Arabic-Speaking World is co-published by TIRF and Routledge/Taylor & Francis. This book is the first in the series entitled, “Global Research on Teaching and Learning English.”
Co-edited by Kathi Bailey (TIRF President & Chairman of the Board of Trustees) and Ryan Damerow (TIRF’s Executive Assistant), this volume includes contributions from TIRF’s Sheikh Nahayan Fellows and several individuals who were instrumental in developing the relationship between the Foundation and Sheikh Nahayan Bin Mubarak Al Nahayan. The book is dedicated to Sheikh Nahayan, as he was the person responsible for funding the Sheikh Nahayan Fellowships. We remain ever grateful for his support.
For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.
New Ways to Support EMI Teachers, Students, and Schools
English-Medium Instruction (EMI) is the use of the English language to teach academic subjects in settings where English is not the most common language of education. Over the past two decades, the number of schools with EMI curricula has expanded dramatically because English is now essential for success in a variety of arenas, including politics, economics, technology, science, medicine, and media.
Context: EMI is experiencing growth in public sectors globally and is no longer limited to students at elite private academies and universities. However, research shows that issues persist in effectively implementing EMI in schools across all levels due to the complex nature of studying academic curriculum in a second or third language.
What the Research Says: A growing number of EMI programs encourage teachers to take advantage of students’ first language (L1) to deliver new skills and content in English. In this way, two languages are used to process content and support students in becoming fully bilingual and academically successful.
Why it Matters: English is already the leading language of technology and medicine and is the business lingua franca. Young people are required to obtain a level of English proficiency not needed for previous generations. EMI can be foundational in the development of English language skills across the many disciplines required in modern education. Students with greater English proficiency have more university choices and greater career flexibility.
What’s Next: Globalization and EMI are interlinked: International students continue to look for programs providing EMI while English-medium institutions seek these students as a source of income and prestige. EMI will also continue to expand in primary and secondary sectors, in both private and public contexts. Research shows that students who begin an EMI program early in their education are often more successful throughout their learning in English-medium schools.
Read the Report: In this recent report from TIRF and National Geographic Learning, author Tracey Gibbins sets the backdrop of EMI in today’s educational arena and shares where this approach to language education is heading. This paper is available in multiple languages. Use the following links to download the version of the paper you wish to read:
About the “TIRF Insights” Series: The “TIRF Insights” series profiles recent research in the field of English Language Teaching (ELT) in a practical and accessible format. Our publication is written for parents, teachers, school leaders, and all student advocates who want to review recent educational trends in a nonacademic way.
Click here to download the English version of TIRF Insights: English-Medium Instruction.
Calls to Action: Here is a set of discussion questions that will help you and your team take next steps toward adopting, implementing, and/or furthering EMI at your institution:
- What are some of the challenges learners face in EMI classrooms? Is there a discrepancy in English language proficiency levels among students in classrooms in our community? Are the materials used with our students suitable for all levels of English proficiency?
- Which cultural backgrounds are reflected in our school or community’s student body? How does this cultural mix play a role in our school or community’s EMI approach? How do we currently include and support all students? What more can we do?
- How can educators support one another during EMI adoption? Which teachers feel challenged, and by which issues? How can administrators support these differing needs?
- We know there is often a performance gap in EMI classes between students with lower levels of English proficiency and those with greater proficiency. How can educators support both types of students to decrease the gap and provide appropriate academic instruction?
- Are there additional equity and inclusion issues present in the classroom? How can these be identified and addressed?
(Download this publication here: http://www.tirfonline.org/wp-content/uploads/2021/10/LEiR_CEFR.pdf)
A recent search for the term “CEFR” (the Common European Framework of Reference for Languages) on Google Scholar gave the following results: approximately 28,000 hits with no time frame; 12,700 hits since 2015; approximately 3,900 hits in 2018; and approximately 700 hits in the first three months of 2019. In other words, there is an abundance of work on the CEFR – an embarrassment of riches perhaps, that makes it very difficult for any single publication to summarize all the research that has been done, and that is being done, on the CEFR.
Examples of CEFR research published in 2019 include the paper by Afir, Hamid, and Renshaw on the use of the CEFR in Malaysia. In that paper, the authors start by stating that the CEFR “has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world” (p. 1). That notion of ‘borrowing’ refers to the fact that the CEFR was originally designed by Europeans for Europeans, but now appears to have taken on a life of its own, being referred to in teaching, learning, and testing contexts far away from Europe, not only geographically far-removed in space and time, but also far-removed in terms of histories, languages, and cultures.
In a paper published in 2018, also on the implementation of the CEFR in Malaysia, Azia, Rashid, and Zainudin concluded that “the implementation of CEFR in Malaysia still needs to be improved. All the stakeholders need to be properly synchronised, aware of their responsibility and updated with the latest information” (2018, p. 415, emphasis added). Those two papers (and others) on the CEFR in Malaysia highlight one of the challenges of employing the Framework, i.e., the context – geographical, linguistic, cultural, educational, etc. Another challenge relates to being “updated with the latest information” on the CEFR, as so much CEFR-related research is being done, and so many papers on the Framework are being published.
Other papers reiterate this recurring theme of contextual challenges. For example, working with Spanish learners of English in Spain, Díez-Bedmar (2018) found that “despite the current importance of the CEFR in the learning, teaching, and assessment of languages, limitations arise in the use of the CEFR descriptors, which are also present in the European Language Portfolio (ELP)” (p. 199, emphasis added).
Another context for CEFR research has been Canada. For example, Arnott, Brogden, Faez, Péguret, Piccardo, et al. (2017) proposed a research agenda for the CEFR in Canada. In their paper, the authors conclude with a series of questions, including the following:
- “What policies currently exist or might need to be created in order to support CEFR use within and across the provinces at all three levels of education for a variety of languages?
- What professional development opportunities are currently being offered, and what further types of scaffolding are needed to support language teachers?
- How is the CEFR currently being used, and how might it be used to greater advantage in order to enhance language learning?
- How do students experience CEFR-informed instruction, and what types of impact does it have?” (Arnott, Brogden, Faez, Péguret, Piccardo et al., 2017, p. 47)
On the basis of the third question above – “How is the CEFR currently being used, and how might it be used to greater advantage in order to enhance language learning?” – TIRF commissioned Professor Enrica Piccardo, Professor of Applied Linguistics and Language Education at OISE (University of Toronto), to author the second paper in TIRF’s LEiR series.
TIRF remains grateful for partnering with Laureate Languages to commission The Common European Framework of Reference (CEFR) in Language Education: Past, Present, and Future, and thanks Prof. Piccardo’s diligence in authoring the paper. Please click here to access the paper.
– Andy Curtis, Chair of TIRF’s Publications Committee
In February 2017, we released the fourth volume in the series entitled, “Global Research on Teaching and Learning English,” which is co-published with Routledge/Taylor & Francis.
This volume features a carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world. Digital Language Learning and Teaching highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up-to-date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels. The volume is co-edited by Michael Carrier (TIRF Trustee), Ryan M. Damerow (TIRF Chief Operating Officer), and Kathleen M. Bailey (TIRF President).
For more information about the book, including how to order, please click here. Please note that all royalties earned from the sale of the book will be donated to TIRF to help fund our programs.
