ELT Research is sent to members of the IATEFL Research SIG at the time of publication or at the point of joining. Selected articles and reports are also made available for open access below at the time of publication.
February 2020 - Issue 35
02 Darío Luis Banegas and Jessica Mackay - Editorial
02 Ana Inés Salvi – ReSIG Coordinators’ Note
Research reports
04 Finlay McCall, Action research: Using Turnitin peer feedback assignments to improve academic English writing skills
08 Annita Stell, Taking a closer look at episodes of languaging in a collaborative writing activity
11 Chris Richards, Gender and sexuality in English language teaching (ELT) coursebooks: What teachers think
13 Leticia Araceli Salas Serrano, “I´m always afraid”: The effects of violence on a group of ELT learners in Mexico
16 Gwyneth James & Ana Carolina de Laurentiis Brandão, ELT teachers’ stories of resilience
19 Carolina Orgnero & Julia I. Martínez, A feedback study for pre-service teachers
22 Yukari Abe, How English debate is perceived by Japanese EFL teachers and students
25 Yecid Ortega, “Stop at nothing, we are rebels”: ELT pedagogies BE[ing] and resistance in the crossfire
Reflective reports
28 Matthew W. Turner, Robert J. Lowe, & Matthew Y. Schaefer, Professional development and research engagement through podcasting
31 Darío Luis Banegas, Sabrina Morales, Mauricio Peláez, Carol Rivera, Mauricio Tello, Vanina Troncoso, & Mariana Vilchez, First experiences with ELT research: Voices from southern Argentina
34 Rhian Webb & Dinesha Senaratne, Finding exploratory practice in unusual places
37 Carolina Rodriguez Buitrago, Repeat after me: “The thesis won’t kill me”
40 Rodrigo Arellano, Challenges and opportunities of teaching applied linguistics in the context of EFL teacher training
43 Thushara Ari Gamage, Integrating international school award projects as telecollaborative language learning projects
46 Anh Ton Nu Tuy, Teaching English pragmatics in EFL contexts: A critical discussion on the efficacy of L2 teaching approaches
48 Li Wang, A reflection on action research conducted in English classes attended by non-native speakers
51 Vicent Beltrán-Palanques, Bridging the gap between multimodality and pragmatics: Towards multimodal pragmatics
Conference reports
54 Patricia Carabelli, Teachers research! 3rd Annual Latin American Conference for Teacher Research in ELT
54 Elis Kakoulli Constantinou, Reflections on the IATEFL Research Special Interest Group Pre Conference Event ‘Communicating and Learning from Research’ (Liverpool, 2019)
57 Meiyan Ren, Report on the MA TESOL Quick Fire Presentation Event
58 Chris Banister & Gary Barkhuizen, IATEFL ReSIG online discussion: Narrative knowledging
Book reviews
60 Ma. Isabel A. Cunha, Judith Hanks, & Ines K. de Miller, Review of Exploratory practice for continuing professional development – An innovative approach for language teachers by A. Slimani-Rolls & R. Kiely (2018)
February 2020 - Issue 35
02 Darío Luis Banegas and Jessica Mackay - Editorial
02 Ana Inés Salvi – ReSIG Coordinators’ Note
Research reports
04 Finlay McCall, Action research: Using Turnitin peer feedback assignments to improve academic English writing skills
08 Annita Stell, Taking a closer look at episodes of languaging in a collaborative writing activity
11 Chris Richards, Gender and sexuality in English language teaching (ELT) coursebooks: What teachers think
13 Leticia Araceli Salas Serrano, “I´m always afraid”: The effects of violence on a group of ELT learners in Mexico
16 Gwyneth James & Ana Carolina de Laurentiis Brandão, ELT teachers’ stories of resilience
19 Carolina Orgnero & Julia I. Martínez, A feedback study for pre-service teachers
22 Yukari Abe, How English debate is perceived by Japanese EFL teachers and students
25 Yecid Ortega, “Stop at nothing, we are rebels”: ELT pedagogies BE[ing] and resistance in the crossfire
Reflective reports
28 Matthew W. Turner, Robert J. Lowe, & Matthew Y. Schaefer, Professional development and research engagement through podcasting
31 Darío Luis Banegas, Sabrina Morales, Mauricio Peláez, Carol Rivera, Mauricio Tello, Vanina Troncoso, & Mariana Vilchez, First experiences with ELT research: Voices from southern Argentina
34 Rhian Webb & Dinesha Senaratne, Finding exploratory practice in unusual places
37 Carolina Rodriguez Buitrago, Repeat after me: “The thesis won’t kill me”
40 Rodrigo Arellano, Challenges and opportunities of teaching applied linguistics in the context of EFL teacher training
43 Thushara Ari Gamage, Integrating international school award projects as telecollaborative language learning projects
46 Anh Ton Nu Tuy, Teaching English pragmatics in EFL contexts: A critical discussion on the efficacy of L2 teaching approaches
48 Li Wang, A reflection on action research conducted in English classes attended by non-native speakers
51 Vicent Beltrán-Palanques, Bridging the gap between multimodality and pragmatics: Towards multimodal pragmatics
Conference reports
54 Patricia Carabelli, Teachers research! 3rd Annual Latin American Conference for Teacher Research in ELT
54 Elis Kakoulli Constantinou, Reflections on the IATEFL Research Special Interest Group Pre Conference Event ‘Communicating and Learning from Research’ (Liverpool, 2019)
57 Meiyan Ren, Report on the MA TESOL Quick Fire Presentation Event
58 Chris Banister & Gary Barkhuizen, IATEFL ReSIG online discussion: Narrative knowledging
Book reviews
60 Ma. Isabel A. Cunha, Judith Hanks, & Ines K. de Miller, Review of Exploratory practice for continuing professional development – An innovative approach for language teachers by A. Slimani-Rolls & R. Kiely (2018)