Doing Applied Linguistics

Groom, Nicholas; Littlemore, Jeannette

doi:10.4324/9780203808955

Cited by 8 publications

(12 citation statements)

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“…This study was framed within a qualitative approach as its main focus was to provide detailed descriptions about the process of feedback of a small group of individuals (Groom & Littlemore, 2011). This study did not aim to make generalisations but to get rich data from individuals that shed light on the provision of feedback.…”

Section: Methodsmentioning

confidence: 99%

La retroalimentación correctiva en la enseñanza y aprendizaje de L1 y L2 en el contexto mexicano

Méndez¹,

Argüelles²,

Cervantes³

et al. 2022

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La retroalimentación correctiva en la enseñanza y aprendizaje de L1 y L2 en el contexto mexicano está dedicado a ser un espacio específico y exclusivo para reflexionar, analizar y explicar la retroalimentación correctiva (oral o escrita), en su sentido teórico como en el práctico-instrumental, en contextos de enseñanza y aprendizaje de lenguas en México. El libro está integrado por nueve capítulos con temas de retroalimentación correctiva, tanto oral como escrita.

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Section: Methodsmentioning

confidence: 99%

La retroalimentación correctiva en la enseñanza y aprendizaje de L1 y L2 en el contexto mexicano

Méndez¹,

Argüelles²,

Cervantes³

et al. 2022

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“…To control discrepancies, homogeneity was maintained by only using the participation of students who are all in their first semester. Furthermore, more than 30 participants were used, as it was suggested by Groom and Littlemore (2012) that the minimum sample size of experimental or correlational studies is 30. It is important to keep in mind that the students are not all from the same department, however, they all are attending the same English language course in their university and all of them are in their first semester.…”

Section: Participantsmentioning

confidence: 99%

Assessing the Impact of Convergent Thinking Ability on English Speaking Proficiency

Humaira¹

2023

LLT Journal

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Speaking in English is an important skill to master to gain an upper hand in a person’s academic and professional life. Different countries, where English is considered to be a foreign language, are emphasizing developing English language learning and teaching strategies to gain the status of globalization. To achieve this goal, English speaking skills play a crucial role as it is an effective mode of communication to connect with the world. This created an immense need to research how to develop the speaking skills of students studying at the university level. Therefore, this study researched the impact of convergent thinking ability to enhance English speaking proficiency among students. The instrument used to obtain the results are—Remote Associates Test (RAT) and Speaking Proficiency English Assessment Kit (SPEAK). At the end of the research, it was determined that if the education sector focuses on developing students' convergent thinking ability then the process of enhancing English speaking proficiency becomes easier.

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“…Applied subjects at the university and advanced levels of education can be classified into two incongruent types (Groom & Littlemore, 2011). While the first is concerned with the practical applications of a single branch of academic knowledge, the second does not have 'pure' or 'theoretical' equivalents and thus focuses on a single (and broad) practical domain.…”

Section: Introductionmentioning

confidence: 99%

“…When applied linguistics came into existence in the second half of the twentieth century (1950s) as a postgraduate qualification, its primary focus was mainly language teaching with particular emphasis on the learning and teaching of second or foreign languages (Davies, 2007;Groom & Littlemore, 2011). In fact, before the 1980s, the major priorities of applied linguistics were restricted to problems and puzzles associated with language pedagogy, learning, and acquisition (Simpson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Utilizing P7 as a Model to Facilitate Language Teacher Development Program: Implication for Applied Linguistics

Muhammad-Gombe,

Gbeyonron,

Iorember

2024

IJELS

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This research focuses on the imperative need for effective language teacher production in Nigeria to meet the growing demand for language education and applied linguistics. The study introduces the P7 Model, a comprehensive framework that encompasses seven key elements essential for successful language teacher development: Personnel, Potentials, Partnership, Process, Property, Product, and Probing. The research involves a survey of 400 practicing language teachers across various educational levels in Nigeria. The survey examines their perceptions regarding the importance of these seven elements in shaping language teacher education programs. The findings are analyzed using simple percentages. The results highlight strong agreement among respondents concerning the significance of each P7 element in the language teacher development process. Specifically, participants emphasize the need for competent, proficient, and enthusiastic teaching staff (Personnel), collaborative efforts through partnerships, research, and engagement with regulatory bodies (Partnership), admission of candidates with a genuine interest in language teaching and strong academic potential (Potentials), a curriculum emphasizing practical skills and employability (Process), the provision and optimal use of infrastructure and resources (Property), job security, remuneration, incentives, and continuing professional development (Product), and quality assurance and control throughout the teacher development process (Probing). The P7 Model offers a structured approach to guide language program administrators and policymakers in shaping effective language teacher education programs. Prioritizing these elements is crucial to ensure the availability of skilled, dedicated, and enthusiastic language teachers who can meet the demands of the 21st century, ultimately facilitating applied linguistics and language education in Nigeria.

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Doing Applied Linguistics

Cited by 8 publications

References 0 publications

La retroalimentación correctiva en la enseñanza y aprendizaje de L1 y L2 en el contexto mexicano

La retroalimentación correctiva en la enseñanza y aprendizaje de L1 y L2 en el contexto mexicano

Assessing the Impact of Convergent Thinking Ability on English Speaking Proficiency

Utilizing P7 as a Model to Facilitate Language Teacher Development Program: Implication for Applied Linguistics

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