The role of research in English language teaching and teacher education

Organised by the Research SIG

  • Date and time: Friday 18 June 2021, 10.00-17.00
  • Location: Crowne Plaza Harrogate, King’s Road, Harrogate, HG1 1XX
  • Cost for IATEFL members: Early bird rate: £57, Standard rate: £73  (price does not include lunch)
  • Cost for non-members: Early bird rate £70, Standard rate: £86  (price does not include lunch)


The IATEFL ReSIG PCE 2021 brings together researchers, language teachers and teacher educators who are interested in the role of research in English language teaching and teacher education. The event has two strands. While Strand A focuses on research in language teaching as part of developing research-related pedagogical competences in school or university classroom settings, Strand B considers research in the context of formal teacher education, highlights practices around research in various teacher education programs, and considers the role of research in continuing professional development. The PCE aims to explore these topics in-depth.

The PCE starts with Strand A, with the plenary by Sarah Mercer on ELT research followed by poster presenters. In the afternoon, after the plenary talk by Maggie Kubanyiova on research in teacher education, presenters deliver their posters on the same topic. Potential topics for each strand include the following:

Strand A: Research in English language teaching

  • What and how to do research in language teaching
  • Who should do research in language teaching
  • Why research language teaching
  • When, where, how often to do research in language teaching

Strand B: Research in teacher education

  • Research during a BA, MA and Ph.D. in ELT
  • Research within teacher education programmes
  • Research for continuing teacher education and development

The programme

  • 10.00-10.15 Welcome and opening of day
  • 10.15-10.45 Plenary by Sarah Mercer on Research in English Language Teaching
  • 10.45-12.00 Coffee and eight poster presentations by

- Susanna Schwab, Bern University of Teacher Education:  Teachers’ use of a textbook for English at primary school
- Asli Lidice Gokturk Saglam, Ozyegin University: What can research offer for better teaching and assessment: exploring student perceptions of source-based writing
Natalie A Donohue, University of Leeds: Key considerations in conducting an online, longitudinal qualitative research project with novice EFL teachers
Loreto Aliaga Salas, University of Leeds: Creating quiet reflective spaces: Language teacher research as professional development
Oriana Onate, Universidad de La Frontera: Research within English teacher education programmes in non-speaking English contexts
Gary Barkhuizen, University of Auckland & Kenan Dikilitaş, University of Stavanger: Tick tock: Teacher research and time
Paula Rebolledo, RICELT: The champion teachers programme: What do teachers research?
Ravinarayan Chakrakodi, Regional Institute of English South India: Exploratory research and its classroom impact
Seden Eraldemir Tuyan, Çağ University: ‘Classroom-based Research’ and transformative learning experiences of EFL teachers’ for professional development

  • 12:00-13:00 Lunch break 
  • 13.00-13.30 Plenary by Maggie Kubanyiova on Research in teacher education
  • 13.30-14.45 Eight poster presentations by

- Xiaoming Xun & Gary Barkhuizen, University of Auckland: Teacher researchers and leaders in an institutional research community of practice
Marisol Guzman Cova, University of Southampton & Seher Balbay, Middle East Technical University: Teacher autonomy: a comparative study of Turkish and Mexican case studies
Eric Enongene Ekembe, ENS Yaounde/CAMELTA: Developing agency in professional development and practitioner research in low-resourced contexts: The CAMELTA research group experience
Nafiye Cigdem, AKTEKIN, Acibadem University: Teachers becoming researchers
Rhian Webb, The British Council: The nuances of exploratory practice research in teacher training
Nahla Nassar, Lancaster University: The development of Pre-Service English teachers’ TPACK through a course based on TPACK
Pelin Derinalp, University of York: The power of “why?”: On the journey of being a reflective practitioner
Isora Justina Enriquez O’Farrill, University of Pedagogical Sciences: Developing research skills in the Cuban language teacher education programme
Maha Hassan, Teaching ESL Hub: Leading the way to becoming a teacher-researcher

  • 14.45-15.45 Group reflection on gains from poster presentations by both presenters and attendants and on their future action based on this poster session 
  • 15.45-16.30 Follow-up on plenary talks moderated by plenary speakers. (Plenary speakers set up task for delegates to reflect in groups on plenaries and share those reflections (gains, questions or comments)
  • 16.30-16.45 In groups, discuss possibilities of setting up (international) collaboration groups
  • 16.45-17.00 Evaluation and winding up of the day

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