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.

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          Small group discussions: Critical questions: Research in English language teaching (led by Graham Hall)

10.45-12.00          Coffee and poster presentations
                               - 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  
                               - Seden Eraldemir Tuyan, Çağ University: ‘Classroom-based Research’ and transformative learning experiences of
                                  EFL teachers’ for professional development
12:00-12:15          Reflections by ReSIG (Ana Inés Salvi, Celia Antoniou, Marisol Guzmán)
12:15-13:15          Lunch Break


13.15-13.45          Small group discussion: Critical questions on Research in teacher education (led by Darío Luis Banegas)

13.45-15.00          Coffee and 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
                                - 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

15.00-15.15          Reflections by ReSIG (Emily Edwards, Loreto Aliaga, Ernesto Vargas Gil)

15.15-16.45          Group reflection and Discussing critical questions (moderated by Graham Hall and Dario Banegas). Delegates  
                                to reflect in groups and share those reflections (gains, questions or comments).

16.45-17.00          Evaluation and winding up of the day

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