Reading Time: 3 minutesIn this article, Swan & Walter criticise top-down approaches to teaching general reading and listening comprehension and highlight what it might be more effective to focus on instead.
Reading Time: 5 minutesOkamoto (2015) looks at the question of how well intuition matches corpus frequency and whether intuition is a good measure when selecting vocabulary to teach.
Reading Time: 4 minutesA meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.
Reading Time: 5 minutesTo help EAP students manage the challenges of academic listening, training programmes have been developed; this study investigates the efficacy of a metacognitive strategy training programme on students’ comprehension of academic lectures.
Reading Time: 5 minutesKirschner and colleagues look at the evidence against minimally guided instruction (e.g. discovery learning, inquiry-based learning) and in favor of direct instruction. In particular, they look at how minimally guided instruction does not consider what we know about the cognitive elements of learning.
Reading Time: 5 minutesThis article describes different ways of training reading skills in EAP, but argues that delicate scaffolding is most effective at developing students’ higher-order thinking skills and nurturing their critical dispositions as budding academics.
Reading Time: 5 minutesThis article is about moving from receptive to productive and helping students to use the vocabulary they learn.