Haga clic aquí para la traducción al español (Google Translate) Introduction In contemporary language education, students are often trained to read texts strategically & selectively, primarily for the purpose of assessment. Whether the intention is to pass comprehension tests or succeed in high-stakes international examinations such as the Cambridge English suite, IELTS, Trinity, TOEFL, or… Continue reading Teaching students to read for meaning: A persuasive case for a different approach
Think Before You Rely on ChatGPT: Advice for students using an LLM to study
Haga clic aquí para la traducción al español (Google Translate) The following is my response to the current discourse surrounding a recent pre-publication paper, “Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task” (Kosmyna et al., 2025) from a study that examined & compared the effects of… Continue reading Think Before You Rely on ChatGPT: Advice for students using an LLM to study
Why education experts resist evidence-based practices & embrace fads: A call for professional maturity
Haga clic aquí para la traducción al español (Google Translate) Abstract Despite decades of educational research, evidence-based practices remain marginalised in teacher training, curriculum design, & classroom implementation. Instead, unproven fads continue to dominate. This article argues that education’s failure to mature into a profession grounded in empirical research (unlike medicine, accounting, or engineering) is… Continue reading Why education experts resist evidence-based practices & embrace fads: A call for professional maturity
Declarative vs. procedural memory in language learning: What every learner & teacher should know
Haga clic aquí para la traducción al español (Google Translate) Introduction Why do so many people spend years studying a language; memorising verb tables, drilling grammar rules, passing exams; yet still struggle to speak fluently? The answer lies in how the human brain learns. Language learning isn’t just about knowledge, it’s about memory & not… Continue reading Declarative vs. procedural memory in language learning: What every learner & teacher should know
Reconciling task-based & genre-based approaches in language teaching
Haga clic aquí para la traducción al español (Google Translate) Introduction Much of the pedagogical discourse in English language teaching has positioned Task-Based Language Teaching (TBLT) & Genre-Based Instruction (GBI) as separate, distinct, & sometimes competing theoretical & instructional views. However, this dichotomy may be misleading. In practice, both approaches address different, yet complementary dimensions… Continue reading Reconciling task-based & genre-based approaches in language teaching
The transformative potential of open educational resources in English language teaching: Benefits for organisations, teachers, & students
Haga clic aquí para la traducción al español (Google Translate) Introduction Imagine a world where every English language teacher has free access to a rich library of teaching materials; textbooks, videos, assessments, & interactive tools; without concerns about cost, copyright, or inflexibility. Imagine students worldwide starting their courses fully equipped with engaging, personalised resources tailored… Continue reading The transformative potential of open educational resources in English language teaching: Benefits for organisations, teachers, & students
Methodology: An introduction to Genre-Based Instruction
Haga clic aquí para la traducción al español (Google Translate) Introduction: Why Genre Matters in the Classroom Imagine walking into a classroom where students are not just writing for grades, but crafting texts that mirror the real world; explaining scientific phenomena, arguing social issues, narrating personal experiences, or reporting historical events with confidence & clarity.… Continue reading Methodology: An introduction to Genre-Based Instruction
What does “going FOSS” look like for the average user?
Haga clic aquí para la traducción al español (Google Translate) Introduction “Going FOSS” (using free & open source software) isn’t hypothetical or in the distant future. It’s making practical changes for all of us here & now. You’re definitely already using FOSS whether you’re aware of it or not, e.g. almost all of the internet… Continue reading What does “going FOSS” look like for the average user?
Arguments for ELT publishing reform
Haga clic aquí para la traducción al español (Google Translate) Introduction The English Language Teaching (ELT) publishing industry suffers from significant systemic & structural issues that have raised concerns among educators, institutions, & curriculum developers. While publishers continue to produce materials used by millions of learners worldwide, there is increasing evidence that current practices in… Continue reading Arguments for ELT publishing reform
Position paper: Issues & principles for AI in learning research
Haga clic aquí para la traducción al español (Google Translate) Introduction This article is a summary of a scientific position paper (Bauer et al., 2025) that highlights weaknesses in recent studies & outlines principles for conducting research that focuses on real learning outcomes. While enthusiasm around these technologies is understandable, much of the current discourse… Continue reading Position paper: Issues & principles for AI in learning research