ELT Journal

Shared, sustained flow: triggering motivation with collaborative projects

Teaching lecture notetaking with authentic materials

What does language assessment literacy mean to teachers

A handbook for exploratory action research

A Handbook for Exploratory Action Research

Expatriate ELT teachers in Korea: participation and sense of belonging

The Use of Teacher Code-Switching for Very Young EFL Learners.

EFL teachers’ perceptions of two reflection approaches

We need to talk about coursebooks

Effective questioning in CLIL classrooms: empowering thinking

Investigating a collaborative approach to peer feedback

Japanese student writers’ perspectives on anonymous peer review

How dictogloss can facilitate collocation learning in ELT

Graded reader comprehension questions and item discrimination analysis

Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates

Coursebooks: Is there more than meets the eye?

Investigating reflection in written assignments on CELTA courses

Saying it ‘just right’: teaching for pragmatic success in ELT

A new model of literary competences and the revised CEFR descriptors

Through the Eyes of Young EFL Learners: Learning with Student Teachers.

English as an international language beyond the ELT classroom

Board Games for Teaching English Prosody to Advanced EFL Learners.

Teaching practice in UK ELT Master’s programmes

How English depresses school achievement in Africa

Some key terms in ELT and why we need to disambiguate them

Strategy instruction for successful language tandems

Professional development: life or death after pre-service training?

The use of humour in the off-task spaces of the language classroom

Supporting the development of primary in-service teacher educators

Motivating teens to speak English through group work in Storyline

Using Shakespeare to teach English in the digital age