Dr Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Research Director at Anaheim University in the USA. Hayo has published over 25 books and 150 articles in the areas of technology, autonomy, technology, teacher education and out-of-class learning. He edits a book series for Palgrave Macmillan and is editor of the journal Innovation in Language Learning and Teaching. Address: Auckland, Auckland, New Zealand
Learner autonomy has become an assumed goal of language education in many parts of the world. In ... more Learner autonomy has become an assumed goal of language education in many parts of the world. In the 20 years since the launch of Language Learning & Technology, the relationship among computer-assisted language learning research and practice and autonomy has become both more complex and more promising. This article traces how the two fields have developed, how they have informed each other, and how they are now transforming our understanding of language learning and teaching.
Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan. Language... more Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan. Language Learning & Technology kaleratu zenetik igaro diren azken 20 urteotan, konplexuagoa eta aberatsagoa egin da ordenagailuz lagundutako hizkuntza-ikasketaren ikerketaren, praktikaren eta autonomiaren arteko erlazioa. Artikulu honek aztertzen du nola garatu diren bi eremu horiek, nola batak besteari eragin dion, eta nola ari den orain aldatzen hizkuntza-ikasketaz eta irakaskuntzaz dugun ikuspegia. hizkuntza ikasteko estrategiak, gizarte-testuingurua, ikaslearen autonomia, ikaslearen jarrerak Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Foreword, David Nunan 1. Introduction, Michael Thomas PART I: THE SOUTH-EAST ASIAN CONTEXT Introd... more Foreword, David Nunan 1. Introduction, Michael Thomas PART I: THE SOUTH-EAST ASIAN CONTEXT Introduction, William Littlewood 2. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where Are We Going?, Chun Lai 3. Exploring Ways to Accommodate Task-Based Language Teaching in Chinese Schools, Shaoqian Luo and Yafu Gong 4. Bridging Communicative Language Teaching and Task-Based Language Teaching in Cambodia: Learners' Reactions to an Integrated Program in the Non-Formal Education Sector, Nicole Takeda PART II: FOCUSING ON THE LEARNER Introduction, Phil Benson 5. `Old Wine in New Bottles': Two Case Studies of Task-Based Language Teaching in Vietnam, Nguyen Gia Viet, Le Van Canh and Roger Barnard 6. Task-Based Language Teaching in the Primary Schools of South China, Yuefeng Zhang 7. Significant Task-Based Learning: Empowering Students with Position Search Skills in a University in Singapore, Brad Blackstone and Radhika Jaidev 8. Teaching the Teachers: Task-Based Teacher Training in Asia, Marilyn Lewis PART III: TEACHERS' PERSPECTIVES Introduction, Jack C. Richards 9. Teachers' Perceived Difficulty in Implementing TBLT in China, Shaoqian Luo and Jiaxin Xing 10. Gaining Acceptance of Task-Based Teaching During Malaysian Rural In-Service Teacher Training, Stephen J. Hall 11. Preparing for Tasks in Vietnamese EFL High School Classrooms: Teachers in Action, Bao Trang, Thi Nguyen, Jonathan Newton and David Crabbe PART IV: TASKS AND TECHNOLOGY Introduction, Glenn Stockwell 12. Language Learning Performance Using Engineering-Based Tasks via Text Chat, Nik Aloesnita Nik Mohd Alwi 13. Employing Online Chat to Resolve Task-Based Activities: Using Online Chat to Promote Cultural Language Exchange between Japanese and Taiwanese Learners, Mark R. Freiermuth and Hsin-chou Huang 14. A Digital Shift is Not Enough: Cultural, Pedagogical and Institutional Challenges to Technology -Mediated Task-Based Language Teaching in Japan, Michael Thomas 15. A Trade-off in Learning: Mobile Augmented Reality for Language Learning, Hayo Reinders, Onuma Lakarnchua and Mark Pegrum PART V: MATERIALS AND CURRICULUM DESIGN Introduction, Nigel Harwood 16. A Needs Analysis for a Korean Middle School EFL General English Curriculum, Moonyoung Park 17. Materials Design for TBLT in Thailand: Balancing Process and Content, Pornapit Darasawang 18. Contextually Framing Task-Based English Language Pedagogy: Vocational English Materials Development in Indonesia, Handoyo Puji Widodo 19. The Effects of Input on Output-based L2 Tasks in a Japanese University Setting, Wataru Suzuki and Nobuya Itagaki 20. TBLT Materials and Curricula: From Theory to Practice, Brian Tomlinson PART VI: ASSESSMENT AND EVALUATION Introduction, Ali Shehadeh 21. Task-Based Assessment for Young Learners: Old Meets New Cultures, Yuko Goto Butler 22. Teachers' Adaptations of TBLT: The Hong Kong Story, David R. Carless 30. Epilogue, Rod Ellis Index
Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work writt... more Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies.The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical approaches have emerged as influences including socio-cultural theory, constructivism and new literacy studies. A glossary of terms to support those new to CALL as well as to allow those already engaged in the field to deepen their existing knowledge is also provided. Contemporary CALL is essential reading for postgraduate students of language teaching as well as researchers in related fields involved in the study of computer-assisted learning.
The notion of language learner autonomy, which is defined as ‘a capacity to control important asp... more The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, autonomy researchers are still grappling with its complexity and multidimensional manifestation as a theoretical construct and major challenges remaining in determining its most appropriate implementation in the classroom. In particular, there is significant difficulty in designing appropriate and effective research instruments and materials for assessing learner autonomy, which is ‘not a single, easily describable behaviour’ (Little, 1990, p. 7), either by researchers or by teachers. In addition, there is an emergence of new practices of autonomous language learning, particularly in view of the rapid development of educational technologies...
Feedback to students, how to give it and how it is received, has been the focus of studies for so... more Feedback to students, how to give it and how it is received, has been the focus of studies for some decades. However, the specialised field of giving feedback to postgraduate students and particularly in electronic form, has not received as much attention. The present study is based on feedback given to four candidates on three iterations of their PhD proposals. It examines the types and frequency of the different language functions the supervisor uses. The results show that there is significant variation in the types and range of feedback used. We discuss these results and their implications.
Self-access centres are a popular type of language support offered by an increasing number of sch... more Self-access centres are a popular type of language support offered by an increasing number of schools and universities around the world. Assessment of the learning that takes place in such Centres is seen as both crucial and problematic. There appear to exist many barriers to successful assessment but these have not been comprehensively documented, making it difficult to develop systematic solutions. This article presents the results of a study of 46 self-access centres in five countries (Germany, Hong Kong, Spain, Switzerland, and New Zealand), investigating current assessment practice. In-depth strength-weakness analyses were conducted with the managers of each of the participating Centres. These revealed a complex interaction between pedagogical and practical challenges to assessment. They also showed an emphasis on the developmental role of assessment for learner autonomy and the importance of assessing both language gains and learning skills.
This agreement, and the availability of a complaints and appeals process, does not remove the rig... more This agreement, and the availability of a complaints and appeals process, does not remove the right of the student to take action under Australia's consumer protection laws. Overseas students have access to appeals and dispute resolution services and information from the Overseas Student Ombudsman. For more information, visit http://www.oso.gov.au
In recent years there has been an increased appreciation of the interrelationship between learner... more In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of attention given to the topic during their teacher education. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy, including those teachers working in self-access centres. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. Perhaps surprisingly, despite the growing interest in autonomy, it was found that the selected books included almost no information about learner autonomy at all and did not, with one or two minor exceptions, focus on the development of skills for supporting autonomous learning.
Learner autonomy has become an assumed goal of language education in many parts of the world. In ... more Learner autonomy has become an assumed goal of language education in many parts of the world. In the 20 years since the launch of Language Learning & Technology, the relationship among computer-assisted language learning research and practice and autonomy has become both more complex and more promising. This article traces how the two fields have developed, how they have informed each other, and how they are now transforming our understanding of language learning and teaching.
Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan. Language... more Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan. Language Learning & Technology kaleratu zenetik igaro diren azken 20 urteotan, konplexuagoa eta aberatsagoa egin da ordenagailuz lagundutako hizkuntza-ikasketaren ikerketaren, praktikaren eta autonomiaren arteko erlazioa. Artikulu honek aztertzen du nola garatu diren bi eremu horiek, nola batak besteari eragin dion, eta nola ari den orain aldatzen hizkuntza-ikasketaz eta irakaskuntzaz dugun ikuspegia. hizkuntza ikasteko estrategiak, gizarte-testuingurua, ikaslearen autonomia, ikaslearen jarrerak Ikaslearen autonomia hizkuntza-heziketaren xede onartua bihurtu da munduko leku askotan.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Foreword, David Nunan 1. Introduction, Michael Thomas PART I: THE SOUTH-EAST ASIAN CONTEXT Introd... more Foreword, David Nunan 1. Introduction, Michael Thomas PART I: THE SOUTH-EAST ASIAN CONTEXT Introduction, William Littlewood 2. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where Are We Going?, Chun Lai 3. Exploring Ways to Accommodate Task-Based Language Teaching in Chinese Schools, Shaoqian Luo and Yafu Gong 4. Bridging Communicative Language Teaching and Task-Based Language Teaching in Cambodia: Learners' Reactions to an Integrated Program in the Non-Formal Education Sector, Nicole Takeda PART II: FOCUSING ON THE LEARNER Introduction, Phil Benson 5. `Old Wine in New Bottles': Two Case Studies of Task-Based Language Teaching in Vietnam, Nguyen Gia Viet, Le Van Canh and Roger Barnard 6. Task-Based Language Teaching in the Primary Schools of South China, Yuefeng Zhang 7. Significant Task-Based Learning: Empowering Students with Position Search Skills in a University in Singapore, Brad Blackstone and Radhika Jaidev 8. Teaching the Teachers: Task-Based Teacher Training in Asia, Marilyn Lewis PART III: TEACHERS' PERSPECTIVES Introduction, Jack C. Richards 9. Teachers' Perceived Difficulty in Implementing TBLT in China, Shaoqian Luo and Jiaxin Xing 10. Gaining Acceptance of Task-Based Teaching During Malaysian Rural In-Service Teacher Training, Stephen J. Hall 11. Preparing for Tasks in Vietnamese EFL High School Classrooms: Teachers in Action, Bao Trang, Thi Nguyen, Jonathan Newton and David Crabbe PART IV: TASKS AND TECHNOLOGY Introduction, Glenn Stockwell 12. Language Learning Performance Using Engineering-Based Tasks via Text Chat, Nik Aloesnita Nik Mohd Alwi 13. Employing Online Chat to Resolve Task-Based Activities: Using Online Chat to Promote Cultural Language Exchange between Japanese and Taiwanese Learners, Mark R. Freiermuth and Hsin-chou Huang 14. A Digital Shift is Not Enough: Cultural, Pedagogical and Institutional Challenges to Technology -Mediated Task-Based Language Teaching in Japan, Michael Thomas 15. A Trade-off in Learning: Mobile Augmented Reality for Language Learning, Hayo Reinders, Onuma Lakarnchua and Mark Pegrum PART V: MATERIALS AND CURRICULUM DESIGN Introduction, Nigel Harwood 16. A Needs Analysis for a Korean Middle School EFL General English Curriculum, Moonyoung Park 17. Materials Design for TBLT in Thailand: Balancing Process and Content, Pornapit Darasawang 18. Contextually Framing Task-Based English Language Pedagogy: Vocational English Materials Development in Indonesia, Handoyo Puji Widodo 19. The Effects of Input on Output-based L2 Tasks in a Japanese University Setting, Wataru Suzuki and Nobuya Itagaki 20. TBLT Materials and Curricula: From Theory to Practice, Brian Tomlinson PART VI: ASSESSMENT AND EVALUATION Introduction, Ali Shehadeh 21. Task-Based Assessment for Young Learners: Old Meets New Cultures, Yuko Goto Butler 22. Teachers' Adaptations of TBLT: The Hong Kong Story, David R. Carless 30. Epilogue, Rod Ellis Index
Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work writt... more Contemporary Computer-Assisted Language Learning (CALL) is a comprehensive, one-volume work written by leading international figures in the field focusing on a wide range of theoretical and methodological issues. It explains key terms and concepts, synthesizes the research literature and explores the implications of new and emerging technologies.The book includes chapters on key aspects for CALL such as design, teacher education, evaluation, teaching online and testing, as well as new trends such as social media. The volume takes a broad look at CALL and explores how a variety of theoretical approaches have emerged as influences including socio-cultural theory, constructivism and new literacy studies. A glossary of terms to support those new to CALL as well as to allow those already engaged in the field to deepen their existing knowledge is also provided. Contemporary CALL is essential reading for postgraduate students of language teaching as well as researchers in related fields involved in the study of computer-assisted learning.
The notion of language learner autonomy, which is defined as ‘a capacity to control important asp... more The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, autonomy researchers are still grappling with its complexity and multidimensional manifestation as a theoretical construct and major challenges remaining in determining its most appropriate implementation in the classroom. In particular, there is significant difficulty in designing appropriate and effective research instruments and materials for assessing learner autonomy, which is ‘not a single, easily describable behaviour’ (Little, 1990, p. 7), either by researchers or by teachers. In addition, there is an emergence of new practices of autonomous language learning, particularly in view of the rapid development of educational technologies...
Feedback to students, how to give it and how it is received, has been the focus of studies for so... more Feedback to students, how to give it and how it is received, has been the focus of studies for some decades. However, the specialised field of giving feedback to postgraduate students and particularly in electronic form, has not received as much attention. The present study is based on feedback given to four candidates on three iterations of their PhD proposals. It examines the types and frequency of the different language functions the supervisor uses. The results show that there is significant variation in the types and range of feedback used. We discuss these results and their implications.
Self-access centres are a popular type of language support offered by an increasing number of sch... more Self-access centres are a popular type of language support offered by an increasing number of schools and universities around the world. Assessment of the learning that takes place in such Centres is seen as both crucial and problematic. There appear to exist many barriers to successful assessment but these have not been comprehensively documented, making it difficult to develop systematic solutions. This article presents the results of a study of 46 self-access centres in five countries (Germany, Hong Kong, Spain, Switzerland, and New Zealand), investigating current assessment practice. In-depth strength-weakness analyses were conducted with the managers of each of the participating Centres. These revealed a complex interaction between pedagogical and practical challenges to assessment. They also showed an emphasis on the developmental role of assessment for learner autonomy and the importance of assessing both language gains and learning skills.
This agreement, and the availability of a complaints and appeals process, does not remove the rig... more This agreement, and the availability of a complaints and appeals process, does not remove the right of the student to take action under Australia's consumer protection laws. Overseas students have access to appeals and dispute resolution services and information from the Overseas Student Ombudsman. For more information, visit http://www.oso.gov.au
In recent years there has been an increased appreciation of the interrelationship between learner... more In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ autonomy is their teachers’ understanding of what autonomy means, and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they receive and the amount of attention given to the topic during their teacher education. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy, including those teachers working in self-access centres. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. Perhaps surprisingly, despite the growing interest in autonomy, it was found that the selected books included almost no information about learner autonomy at all and did not, with one or two minor exceptions, focus on the development of skills for supporting autonomous learning.
This edited collection presents a study of innovation in teaching, learning, assessment and teach... more This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from seven of the countries in the region. The major trends analyzed across the volume include the language skills of reading and writing and the prevalence of technology and technology-enhanced instruction. It highlights that innovative teaching, learning and assessment practices that are now in place in virtually all levels of English language teaching and learning from primary school to university to adult education sectors, and reflects on possible ways forward for innovation in the field of ELT.
The focus of this volume is the study of innovation in English language
teaching (ELT) and learni... more The focus of this volume is the study of innovation in English language teaching (ELT) and learning environments in the Middle East and North Africa (MENA). The chapters draw on classroom, administrative and learning experiences from seven of the countries in the region. This chapter begins with the establishment of a definition of innovation and what it means to be innovative in education and ELT. What follows is a description of the current status of English language education in the region and a look at next steps and innovations that are currently being implemented. A brief introduction to the other 12 chapters in this volume rounds out this chapter.
Uploads
Papers by Hayo Reinders
teaching (ELT) and learning environments in the Middle East and
North Africa (MENA). The chapters draw on classroom, administrative
and learning experiences from seven of the countries in the region. This
chapter begins with the establishment of a definition of innovation and
what it means to be innovative in education and ELT. What follows is
a description of the current status of English language education in the
region and a look at next steps and innovations that are currently being implemented. A brief introduction to the other 12 chapters in this
volume rounds out this chapter.