Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying "no pain, no gain"; teaching learning strategies deserves a great deal of attention;
The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhan... more The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhancement of second language (L2) learning, and more specifically, how technology can propel or even fast-track L2 proficiency. Drawing upon insights from educational research and ELT resources and practices, this paper aims to illuminate the multifaceted ways in which technology is reshaping the landscape of language education. The paper begins by discussing the advantages of using technology to enhance language learning. It suggests that while these benefits are valuable, it is crucial for ELT professionals to investigate whether relying solely on these benefits can actually enhance students' language proficiency. The next part of the paper looks into a set of widely accepted principles related to second language acquisition. It then proposes how these principles can serve as a foundation for creating tech-enhanced language lessons that can potentially propel students' proficiency development. The paper concludes that technology can and should be used to engage students more actively in their English language learning process.
Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying "no pain, no gain"; teaching learning strategies deserves a great deal of attention;
Studies in English Language and Education (SIELE), 2023
Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English Language Teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a young age will be more successful; native speaker varieties of English should be valued over non-native varieties; the best outcome is for second language learners to stop using their mother tongue; in second language instruction, grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught; learning depends on suffering; teaching learning strategies deserves a great deal of attention; teaching materials should be difficult; and only lazy teachers use cooperative learning.
Many teachers seem interested in their classes being more student-centered. Students making more ... more Many teachers seem interested in their classes being more student-centered. Students making more choices about their own learning forms a key aspect of student-centered learning, as well as lifelong learning. This article offers ideas for ways to provide students with more choices in their learning and suggests ways to encourage students to make choices when given opportunities to do so. These ideas for increasing student choice include extensive reading, cooperative learning, multiple intelligences, service learning, thinking questions, and use of the internet and other IT affordances. Student choice fits with an overall paradigm shift toward democratizing society, and it also fits with greater choice for teachers. Theoretical underpinnings of student choice include social cognitivism, social constructivism, humanistic psychology, self-directed learning, and social interdependence theory.
The quality of students' teachers can have a major impact on their lives during and after student... more The quality of students' teachers can have a major impact on their lives during and after students' formal education. This article proposes nine areas for teacher improvement toward the goal of being good teachers. These areas for possible improvement include: (a) language proficiency, (b) pedagogical knowledge and skills, (c) understanding of their students, (d) balance of implicit and explicit teaching, (e) membership in communities of teachers, (f) participation in lifelong learning, (g) use of technology, (h) promotion of student engagement and (i) safeguarding of their own health.
This chapter offers practical tips on how language teachers can provide richer exposure to the ta... more This chapter offers practical tips on how language teachers can provide richer exposure to the target language by encouraging students to do more pleasurable listening activities in the classroom.
One of the key characteristics of student-centered learning is the active involvement of students... more One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and in collaboration with their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers' questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of studentgenerated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.
Online education can play a crucial role in increasing access to educational opportunities and pr... more Online education can play a crucial role in increasing access to educational opportunities and promoting lifelong learning. The Covid-19 pandemic has done even more to raise awareness of the importance of online education. The pandemic has been a Category 5 disruptor of education systems. This article was written to help teachers at all levels of education facilitate cooperation among their students as a key element of online education. While many teachers believe in the benefits of student-student cooperation, and theory and research support this view, many teachers worry that distance learning is already difficult enough without adding the complications of cooperative learning, no matter how beneficial it might be. The article begins by discussing some of the obstacles teachers may encounter as they seek to integrate cooperative learning as part of online education. The main part of the article presents nine lesson plans for language education via cooperative learning in online education settings. While the content of the lessons focuses on language learning, the lessons can be employed in a wide variety of content areas. The article concludes with general suggestions on overcoming the previously mentioned obstacles.
The paper presents 15 key ELT concepts written by experienced English teachers from different par... more The paper presents 15 key ELT concepts written by experienced English teachers from different parts of the world. Each concept is defined and explained in terms of its theoretical and practical significance.
The goal of this paper is to explore some of the main reasons that teachers might have about ER, ... more The goal of this paper is to explore some of the main reasons that teachers might have about ER, which can range from teachers being concerned about the amount of time that ER may eat into the already crowded curriculum, lack of knowledge about ER, low student motivation to lack of resources or support from school leaders and administrators. We discuss each of the ten concerns and offer suggestions on how teachers’ concerns about ER can be alleviated. We argue that unless we adequately address these concerns, the adoption rate of ER in schools may continue to be small. Even if it is adopted, the implementation may fall far below expectations, thus yielding minimal or no language learning benefits.
Renandya, W.A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory ... more Renandya, W.A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. In D. S. Anshori, P. Purnawarnan, W. Gunawan & Y. Wirza (Eds), Language, Education, and Policy for the Changing Society: Contemporary Research and Practices: A Festschrift for Professor Fuad Abdul Hamied (pp 90-104). Bandung: UPI Press.
Citations play an increasingly important role in academia. The number of citations of your public... more Citations play an increasingly important role in academia. The number of citations of your publications are often used as a measure of your research impact. While citations are not everything, universities these days attach greater importance to faculty's citation index for promotion and reappointment purposes. It is therefore important we publish papers that have a higher chance of being read and cited by other researchers. What can we do to increase our citation count? I offer 25 tips here: https://tinyurl.com/s526mdz.
Textbooks are an essential component in the classroom, making it extremely crucial to regularly e... more Textbooks are an essential component in the classroom, making it extremely crucial to regularly evaluate textbooks used in schools so that their pedagogical contributions towards the teaching and learning processes can be guaranteed. The study aimed to identify and analyse the cognitive levels of questions available in Secondary Three All About English textbooks, which have been used in Singapore since 2013. The objective of carrying out the analysis was to determine the overall cognitive rigour of questions, using a matrix superimposing two taxonomies: Revised Bloom's Taxonomy and Webb's Domain-of-Knowledge (DOK) model. The sample of this study consisted of questions from the Express and Normal Technical (NT) English language textbooks published by Hodder Education, where 346 questions were analysed in total. The cognitive rigour matrix was used in the classification of the questions. The results revealed that in the Express level textbook, most questions were within the cell [2,3] (35.9%), consisting of Understand and "Strategic Thinking" questions. In contrary, for the Normal Technical level textbook, most questions were within the cell [5,4] (17.6%), consisting of Evaluate and "Extended Thinking" questions. Overall, there was a good mix of Lower-order thinking skill (LOTS) and Higher-order thinking skill (HOTS) questions. However, not all cognitive levels were clearly varied, with an overemphasis on Understand and Evaluate questions, neglecting Remember and Apply questions. In light of the results, it is recommended that coursebook writers should incorporate questions of varied cognitive demands. We recommend that teachers should regularly evaluate the effectiveness of school textbooks so that there is closer alignment between the curriculum and the textbooks that teachers use in the classroom.
The study investigated L2 learners' perceptions of narrow reading. Thirty-two students finished f... more The study investigated L2 learners' perceptions of narrow reading. Thirty-two students finished four sets of graded readers organized by the same author with the same genre and same title, or random texts. After finishing each set of three graded readers, the students answered an eight-item questionnaire and wrote their reading feedback. Linear mixed effect models were used to analyse the data gathered from the questionnaire, taking the participants as the random effect variable, and four forms of text organization, reading time order, language proficiency, and the reading text sequence as fixed effect variables. The two 10-week treatments revealed that text organization and language proficiency have significant effects on the students' perceptions, while reading time order and text sequences do not. Students' written feedback indicated that all texts were interesting except the texts of the same titles which were boring for having to be read three times. Students' written feedback provided valuable information for selecting reading texts. Implications of the study are discussed.
Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying "no pain, no gain"; teaching learning strategies deserves a great deal of attention;
The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhan... more The aim of this paper is to delve deeply into the pivotal role that technology plays in the enhancement of second language (L2) learning, and more specifically, how technology can propel or even fast-track L2 proficiency. Drawing upon insights from educational research and ELT resources and practices, this paper aims to illuminate the multifaceted ways in which technology is reshaping the landscape of language education. The paper begins by discussing the advantages of using technology to enhance language learning. It suggests that while these benefits are valuable, it is crucial for ELT professionals to investigate whether relying solely on these benefits can actually enhance students' language proficiency. The next part of the paper looks into a set of widely accepted principles related to second language acquisition. It then proposes how these principles can serve as a foundation for creating tech-enhanced language lessons that can potentially propel students' proficiency development. The paper concludes that technology can and should be used to engage students more actively in their English language learning process.
Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English language teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a younger age will be more successful than those who start at an older age; native speaker varieties of English (e.g., those spoken native-English speaking countries) should be valued over non-native varieties (e.g., those spoken in outer and expanding circle countries); the best outcome is for second language learners to use English only and stop using their mother tongue in and out of the classroom; in second language instruction, systematic, explicit and detailed instruction of grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught as students can acquire it on their own; learning depends on suffering, thus the famous saying "no pain, no gain"; teaching learning strategies deserves a great deal of attention;
Studies in English Language and Education (SIELE), 2023
Our actions arise from our beliefs about life: what we need and how best to achieve it. This arti... more Our actions arise from our beliefs about life: what we need and how best to achieve it. This article asks English Language Teachers to undertake an open-minded examination of some long-held beliefs in our profession and of the teaching practices that derive from those beliefs. Perhaps, based on this examination, teachers may wish to modify some beliefs and, correspondingly, change some practices. The particular beliefs examined in the article are as follows: people who begin second language learning at a young age will be more successful; native speaker varieties of English should be valued over non-native varieties; the best outcome is for second language learners to stop using their mother tongue; in second language instruction, grammar deserves top priority; vocabulary is considered less important than grammar; pragmatic competence need not be taught; learning depends on suffering; teaching learning strategies deserves a great deal of attention; teaching materials should be difficult; and only lazy teachers use cooperative learning.
Many teachers seem interested in their classes being more student-centered. Students making more ... more Many teachers seem interested in their classes being more student-centered. Students making more choices about their own learning forms a key aspect of student-centered learning, as well as lifelong learning. This article offers ideas for ways to provide students with more choices in their learning and suggests ways to encourage students to make choices when given opportunities to do so. These ideas for increasing student choice include extensive reading, cooperative learning, multiple intelligences, service learning, thinking questions, and use of the internet and other IT affordances. Student choice fits with an overall paradigm shift toward democratizing society, and it also fits with greater choice for teachers. Theoretical underpinnings of student choice include social cognitivism, social constructivism, humanistic psychology, self-directed learning, and social interdependence theory.
The quality of students' teachers can have a major impact on their lives during and after student... more The quality of students' teachers can have a major impact on their lives during and after students' formal education. This article proposes nine areas for teacher improvement toward the goal of being good teachers. These areas for possible improvement include: (a) language proficiency, (b) pedagogical knowledge and skills, (c) understanding of their students, (d) balance of implicit and explicit teaching, (e) membership in communities of teachers, (f) participation in lifelong learning, (g) use of technology, (h) promotion of student engagement and (i) safeguarding of their own health.
This chapter offers practical tips on how language teachers can provide richer exposure to the ta... more This chapter offers practical tips on how language teachers can provide richer exposure to the target language by encouraging students to do more pleasurable listening activities in the classroom.
One of the key characteristics of student-centered learning is the active involvement of students... more One of the key characteristics of student-centered learning is the active involvement of students in the learning process, where they co-construct knowledge with the guidance of the teachers and in collaboration with their peers. The co-construction of knowledge can be greatly facilitated when students respond to teachers' questions and when they themselves generate well-thought out questions. The purpose of this article is to discuss the role of studentgenerated questions in a student-centred learning environment and to offer practical strategies for language teachers to guide students in asking more and better questions in the classroom, i.e., the kind of questions that promote deeper engagement and learning.
Online education can play a crucial role in increasing access to educational opportunities and pr... more Online education can play a crucial role in increasing access to educational opportunities and promoting lifelong learning. The Covid-19 pandemic has done even more to raise awareness of the importance of online education. The pandemic has been a Category 5 disruptor of education systems. This article was written to help teachers at all levels of education facilitate cooperation among their students as a key element of online education. While many teachers believe in the benefits of student-student cooperation, and theory and research support this view, many teachers worry that distance learning is already difficult enough without adding the complications of cooperative learning, no matter how beneficial it might be. The article begins by discussing some of the obstacles teachers may encounter as they seek to integrate cooperative learning as part of online education. The main part of the article presents nine lesson plans for language education via cooperative learning in online education settings. While the content of the lessons focuses on language learning, the lessons can be employed in a wide variety of content areas. The article concludes with general suggestions on overcoming the previously mentioned obstacles.
The paper presents 15 key ELT concepts written by experienced English teachers from different par... more The paper presents 15 key ELT concepts written by experienced English teachers from different parts of the world. Each concept is defined and explained in terms of its theoretical and practical significance.
The goal of this paper is to explore some of the main reasons that teachers might have about ER, ... more The goal of this paper is to explore some of the main reasons that teachers might have about ER, which can range from teachers being concerned about the amount of time that ER may eat into the already crowded curriculum, lack of knowledge about ER, low student motivation to lack of resources or support from school leaders and administrators. We discuss each of the ten concerns and offer suggestions on how teachers’ concerns about ER can be alleviated. We argue that unless we adequately address these concerns, the adoption rate of ER in schools may continue to be small. Even if it is adopted, the implementation may fall far below expectations, thus yielding minimal or no language learning benefits.
Renandya, W.A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory ... more Renandya, W.A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. In D. S. Anshori, P. Purnawarnan, W. Gunawan & Y. Wirza (Eds), Language, Education, and Policy for the Changing Society: Contemporary Research and Practices: A Festschrift for Professor Fuad Abdul Hamied (pp 90-104). Bandung: UPI Press.
Citations play an increasingly important role in academia. The number of citations of your public... more Citations play an increasingly important role in academia. The number of citations of your publications are often used as a measure of your research impact. While citations are not everything, universities these days attach greater importance to faculty's citation index for promotion and reappointment purposes. It is therefore important we publish papers that have a higher chance of being read and cited by other researchers. What can we do to increase our citation count? I offer 25 tips here: https://tinyurl.com/s526mdz.
Textbooks are an essential component in the classroom, making it extremely crucial to regularly e... more Textbooks are an essential component in the classroom, making it extremely crucial to regularly evaluate textbooks used in schools so that their pedagogical contributions towards the teaching and learning processes can be guaranteed. The study aimed to identify and analyse the cognitive levels of questions available in Secondary Three All About English textbooks, which have been used in Singapore since 2013. The objective of carrying out the analysis was to determine the overall cognitive rigour of questions, using a matrix superimposing two taxonomies: Revised Bloom's Taxonomy and Webb's Domain-of-Knowledge (DOK) model. The sample of this study consisted of questions from the Express and Normal Technical (NT) English language textbooks published by Hodder Education, where 346 questions were analysed in total. The cognitive rigour matrix was used in the classification of the questions. The results revealed that in the Express level textbook, most questions were within the cell [2,3] (35.9%), consisting of Understand and "Strategic Thinking" questions. In contrary, for the Normal Technical level textbook, most questions were within the cell [5,4] (17.6%), consisting of Evaluate and "Extended Thinking" questions. Overall, there was a good mix of Lower-order thinking skill (LOTS) and Higher-order thinking skill (HOTS) questions. However, not all cognitive levels were clearly varied, with an overemphasis on Understand and Evaluate questions, neglecting Remember and Apply questions. In light of the results, it is recommended that coursebook writers should incorporate questions of varied cognitive demands. We recommend that teachers should regularly evaluate the effectiveness of school textbooks so that there is closer alignment between the curriculum and the textbooks that teachers use in the classroom.
The study investigated L2 learners' perceptions of narrow reading. Thirty-two students finished f... more The study investigated L2 learners' perceptions of narrow reading. Thirty-two students finished four sets of graded readers organized by the same author with the same genre and same title, or random texts. After finishing each set of three graded readers, the students answered an eight-item questionnaire and wrote their reading feedback. Linear mixed effect models were used to analyse the data gathered from the questionnaire, taking the participants as the random effect variable, and four forms of text organization, reading time order, language proficiency, and the reading text sequence as fixed effect variables. The two 10-week treatments revealed that text organization and language proficiency have significant effects on the students' perceptions, while reading time order and text sequences do not. Students' written feedback indicated that all texts were interesting except the texts of the same titles which were boring for having to be read three times. Students' written feedback provided valuable information for selecting reading texts. Implications of the study are discussed.
This book offers simple, easy, yet powerful strategies that teachers can implement to make their ... more This book offers simple, easy, yet powerful strategies that teachers can implement to make their classes more student-centered. It is about evolution, not revolution; it is about small steps for individual classes, not giant leaps for humankind, although many small steps may add up to giant leaps.
Strategies that really work in the L2 classroom: From practice to theory
Willy A Renandya
National Institute of Education, Nanyang Technological University, Singapore
For many years, we have been trying to find an answer to the classic question of why some L2 learners succeed while many seem to fail to achieve an acceptable level of proficiency in English. Various proposals and explanations have been offered in the professional literature, but these are often too complex and theoretical for typical classroom teachers to digest. In addition, for those new in the field, these explanations sometimes seem to be at odds with each other. In this presentation, I will draw upon my own experience as a language learner and also the experience of other successful language learners to explore a number of factors that seem to play an important role in L2 learners’ language development. When these factors (e.g., sufficient amount of input, opportunity for meaningful language use, focus on implicit grammar, mastery of core vocabulary and sufficient motivation to learn) are fully accommodated in the language curriculum, there is a good chance that we may be able to increase the percentage of L2 learners who can achieve a higher level of proficiency in English. Throughout my presentation, I will highlight how the practices of successful learners of English can be productively incorporated into mainstream ELT theories.
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Strategies that really work in the L2 classroom: From practice to theory
Willy A Renandya
National Institute of Education, Nanyang Technological University, Singapore
For many years, we have been trying to find an answer to the classic question of why some L2 learners succeed while many seem to fail to achieve an acceptable level of proficiency in English. Various proposals and explanations have been offered in the professional literature, but these are often too complex and theoretical for typical classroom teachers to digest. In addition, for those new in the field, these explanations sometimes seem to be at odds with each other. In this presentation, I will draw upon my own experience as a language learner and also the experience of other successful language learners to explore a number of factors that seem to play an important role in L2 learners’ language development. When these factors (e.g., sufficient amount of input, opportunity for meaningful language use, focus on implicit grammar, mastery of core vocabulary and sufficient motivation to learn) are fully accommodated in the language curriculum, there is a good chance that we may be able to increase the percentage of L2 learners who can achieve a higher level of proficiency in English. Throughout my presentation, I will highlight how the practices of successful learners of English can be productively incorporated into mainstream ELT theories.
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