This twin-volume collection showcases unique explorations into the future development potential of English Language Teaching (ELT) research, encompassing traditional boundaries of the field and pushing beyond them. This first volume offers an in-depth examination of current issues and future prospects from diverse perspectives within the ELT landscape. Authors address key research topics, including English for Specific Purposes (ESP); English for Academic Purposes (EAP); vocabulary, grammar, and skills instruction; teaching young learners; the utilization of information and communication technology (ICT) and generative artificial intelligence (AI), as well as classroom research and teacher education.
The first volume provides a comprehensive view of ELT research by exploring the symbiotic relationship between theory-informed practice and practice-informed theory. Traditionally, these various areas of ELT have been discussed independently. However, this volume organizes these research issues based on the five Ws and one H (i.e., who, what, where, when, why, and how), showcasing how research outcomes can be seamlessly integrated into ELT practices. With this approach, readers will not only gain insights into the latest research findings in ELT, but also learn how to practically apply them in teaching and learning contexts.
Contemporary Research Issues for ELT Practitioners (Tim Stewart).-
Re-Envisioning Language Education for Communication: Insights from the
Japanese Business Sector (Hajime Terauchi & Hisashi Naito).- EAP Teaching
Approaches in the Context of Changing Academic Genres (Sayako Maswana).-
Incorporating the Theory and Practices of Global Englishes in the Language
Classroom (Tadashi Shiozawa).- What Comes after Bonjour, Madame: English in
a Parisian Luxury Brand Store (Aya Yoshida).- New Directions in Vocabulary
Learning and Teaching (Yosuke Sasao & Zhen Liang).- Applying Word Frequency
Analysis and Online Tools to Support Advanced Vocabulary Learning (Andrew
Obermeier).- Challenges in Vocabulary Learning in EFL Settings: Insights from
a Case Study of University Students in Japan (Yuka Hidaka).- Teaching English
Grammar for Communicative Purposes: A Learner-Friendly Approach Utilizing
Generative AI (Akira Tajino).- Enhancing Situational Motivation with MAP
Grammar (Ryan Smithers).- Academic Spoken Discourse Insights from Genre
Analysis on Lectures (Kyoko Hosogoshi).- Feedback in Writing Instruction The
Role of Teachers and Peers (Noriko Kurihara).- Fostering Better Writing
Practices in Students Overcoming Challenges in Self-Review, Peer Review, and
Rewriting (Hironori Watari).- Incorporating an Intensive Reading Activity
into the EFL Classroom (Shimpei Hashio, Yasutaka Imai & Tomo Nakadoi).-
Integrating Picture Books into Early English Education (Akiko Nii).-
Supporting Students in Online EFL Environments Self-Regulation, Task Design,
and Community of Inquiry (John Andras Molnar).- Equity and Diversity in
Writing What Does AI Generated Normativity Mean for Second Language Writers?
(Kei Kawanishi).- Changing Norms in ELT Classroom Practices (Tim Stewart &
Emi Izumi).- Exploratory Practice A Review and Insights from Practice in
Japan (Yoshitaka Kato).- Pre-Service Teacher Education through the Case
Method of Instruction (Hiroshi Yamada).- Teaching Pedagogical English Grammar
to Pre and In Service EFL Teachers (Kei Okuzumi).
Akira Tajino, Ph.D. (Lancaster University), Professor Emeritus at Kyoto University, is currently Professor of Educational Linguistics at Nagoya University of Foreign Studies, Japan. His research interests include classroom research, EAP (English for Academic Purposes), and pedagogical grammar. He is a recipient of the JACET (Japan Association of College English Teachers) Award for excellence in teaching (2011) and the JACET Award for excellence in academic publication (2014, 2020). He is the author/editor of over 30 books and has published more than 80 articles in academic and professional journals. His major publications include Team Teaching and Team Learning in the Language Classroom: Collaboration for Innovation in ELT (Routledge, 2016), A New Approach to English Pedagogical Grammar: The Order of Meanings (Routledge, 2018), and A Systems Approach to Language Pedagogy (Springer Nature, 2019). He has served on the editorial panels of several journals including ELT Journal (Oxford University Press).
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