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Action Research

A little more action research
A little more action research
This publication is intended as a resource for EFL teachers interested in evidence-based teaching and current research on language learning. It’s also a place for them to share their own invaluable insights from the world of teaching.
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Go With The Flow (Part 1 — Dogme: the dirtiest word in ELT)

By Scott Donald

It sounds dirty, but it isn’t. I’ve given a few talks on Dogme now, and almost all of them have been met with a few chuckles from the crowd. This is partly my fault. I certainly…


Corpus data (Part 2 — How to use corpus data)

By Scott Donald

In the last article, I introduced corpus data and gave some insight into why it can be useful for English teachers. In this article, I’m going to give you a step-by-step guide to using corpus data, as well as


Corpus data (Part 1 — What is it, and what can we learn from it?)

By Scott Donald

Corpus data may sound like something from a CSI series, but it’s not. It’s actually a collection of written or spoken language, which can be used for a variety of reasons…


My thoughts on Trinity vs Cambridge — Is ISE Trinity easier than Cambridge?

By Scott Donald.

*The content of this article is independent of Trinity College London and Cambridge. The author does not represent either institution and is working


Trinity vs Cambridge — Is ISE Trinity easier than Cambridge?

Original article by Richard McCulloch, edited by Scott Donald.

*All research within this article was conducted independently of Trinity College London and Cambridge. The authors do not represent


The worst question in teaching (Part 3 — Action research)

By Scott Donald

Having described ‘do you understand’ as the worst question in teaching in part 1, and examined five better methods for checking students’ understanding in part 2, in part 3 we will look at


The worst question in teaching (Part 2 — Five alternatives)

By Scott Donald

In the last article, I described ‘do you understand’ as the worst question in teaching and stated that there are a variety of better methods for checking students’ understanding. This