Innovation in EFL in higher education: key issues

Seminar at Ilia State University, Tblisi (Georgia), June 2024

1. Ilia State University, Tblisi (Georgia) 20 June 2024
Shona WHYTE
Université Côte d’Azur
Innovation in EFL in higher
education in Europe

4. born Scotland (1965)
PhD United States (1994)
teaching/research Nice,
France (1995)

5. born Scotland (1965)
PhD United States (1994)
teaching/research Nice,
France (1995)

6. born Scotland (1965)
PhD United States (1994)
teaching/research Nice,
France (1995)
Université Côte d’Azur
Nice, France
35 000 students
“experimental” university

7. born Scotland (1965)
PhD United States (1994)
teaching/research Nice,
France (1995)
Université Côte d’Azur
Nice, France
35 000 students
“experimental” university

8. born Scotland (1965)
PhD United States (1994)
teaching/research Nice,
France (1995)
Université Côte d’Azur
Nice, France
35 000 students
“experimental” university
applied linguistics
second language studies
language teacher
education (ESP)
computer-assisted
language learning (CALL)

9. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI

10. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI
vocabulary
acquisition

11. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI
task-based language
teaching (TBLT)
vocabulary
acquisition

12. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI
task-based language
teaching (TBLT)
vocabulary
acquisition
English for
Specific
Purposes

13. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI
future
developments
task-based language
teaching (TBLT)
vocabulary
acquisition
English for
Specific
Purposes

14. https://bit.ly/Shona-EFL

15. Outline
Innovation in EFL in
higher education
•Learning English
•Teaching English
•English for Specific Purposes
•AI, teaching, research …

16. The distributed practice effect in L2 vocabulary
learning:
an ecological online experiment
Shona WHYTE
Amanda EDMONDS
Katerina PALASIS
Emilie GERBIER

17. L2 LEXICAL ACQUISITION
•“without grammar little can be conveyed, without vocabulary
nothing can be conveyed” (Wilkins 1972)

18. L2 LEXICAL ACQUISITION
•“without grammar little can be conveyed, without vocabulary
nothing can be conveyed” (Wilkins 1972)
•what is involved in knowing a word: form, meaning, use (Nation
2013)
•incidental versus intentional learning: deliberate (classroom) learning

19. THE DISTRIBUTED PRACTICE EFFECT

20. THE DISTRIBUTED PRACTICE EFFECT
“The spacing effect is
one of the oldest and best
documented phenomena in
the history of learning and
memory research ” (Bahrick
& Hall 2005)

21. THE DISTRIBUTED PRACTICE EFFECT
“The spacing effect is
one of the oldest and best
documented phenomena in
the history of learning and
memory research ” (Bahrick
& Hall 2005)
closer spacing
leads to better
initial
memorisation

22. THE DISTRIBUTED PRACTICE EFFECT
“The spacing effect is
one of the oldest and best
documented phenomena in
the history of learning and
memory research ” (Bahrick
& Hall 2005)
closer spacing
leads to better
initial
memorisation
but wider spacing
produces better
long term
retention

23. CROSSOVER EFFECT
Bahrick & Hall
(2005)

24. CROSSOVER EFFECT
Bahrick & Hall
(2005)

25. CROSSOVER EFFECT
Bahrick & Hall
(2005)

26. CROSSOVER EFFECT
Bahrick & Hall
(2005)

27. CROSSOVER EFFECT
Bahrick & Hall
(2005)

28. CROSSOVER EFFECT
Bahrick & Hall
(2005)
Intersession
interval
ISI

29. CROSSOVER EFFECT
Bahrick & Hall
(2005)
Intersession
interval
ISI
Retention
interval
RI

30. RELEVANCE FOR CALL
•ecological issues not yet addressed

31. RELEVANCE FOR CALL
•ecological issues not yet addressed
•recent interest in classroom learning (cf Kim & Webb 2022)
including classroom studies (Snoder 2017; Serrano & Huang 2018)

32. RELEVANCE FOR CALL
•ecological issues not yet addressed
•recent interest in classroom learning (cf Kim & Webb 2022)
including classroom studies (Snoder 2017; Serrano & Huang 2018)
•open questions regarding CALL applications (e.g., Duolingo)

33. RELEVANCE FOR CALL
•ecological issues not yet addressed
•recent interest in classroom learning (cf Kim & Webb 2022)
including classroom studies (Snoder 2017; Serrano & Huang 2018)
•open questions regarding CALL applications (e.g., Duolingo)
•design of learning activities

34. RELEVANCE FOR CALL
•ecological issues not yet addressed
•recent interest in classroom learning (cf Kim & Webb 2022)
including classroom studies (Snoder 2017; Serrano & Huang 2018)
•open questions regarding CALL applications (e.g., Duolingo)
•design of learning activities
•retrieval practice and feedback

35. RELEVANCE FOR CALL
•ecological issues not yet addressed
•recent interest in classroom learning (cf Kim & Webb 2022)
including classroom studies (Snoder 2017; Serrano & Huang 2018)
•open questions regarding CALL applications (e.g., Duolingo)
•design of learning activities
•retrieval practice and feedback
•frequency of training and testing

36. RESEARCH QUESTIONS

37. RESEARCH QUESTIONS

38. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?

39. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?
1.What kind of learning can be achieved in a short, ecological distance programme (90
minutes)?

40. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?
1.What kind of learning can be achieved in a short, ecological distance programme (90
minutes)?
2.Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency?

41. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?
1.What kind of learning can be achieved in a short, ecological distance programme (90
minutes)?
2.Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency?
3.How does the interval between learning sessions (2-day versus 7-day schedules) affect

42. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?
1.What kind of learning can be achieved in a short, ecological distance programme (90
minutes)?
2.Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency?
3.How does the interval between learning sessions (2-day versus 7-day schedules) affect
1.Immediate learning

43. RESEARCH QUESTIONS
How do two spacing conditions impact lexical learning at two different retention intervals?
1.What kind of learning can be achieved in a short, ecological distance programme (90
minutes)?
2.Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency?
3.How does the interval between learning sessions (2-day versus 7-day schedules) affect
1.Immediate learning
2.Longer-term retention?

44. LEARNING PLATFORM

45. LEARNING PLATFORM
•fully online language learning: LexLearn platform

46. LEARNING PLATFORM
•fully online language learning: LexLearn platform
•Research design: pre- post- and delayed post-tests

47. LEARNING PLATFORM
•fully online language learning: LexLearn platform
•Research design: pre- post- and delayed post-tests
•Aim: activities for L2 English learning by university
students
(second and third year undergraduates, Masters students)

48. LEXLEARN

49. LEXLEARN
•3 x 30-minute sessions with 4 activities

50. LEXLEARN
•3 x 30-minute sessions with 4 activities
•target vocabulary: 16 English verbs

51. LEXLEARN
•3 x 30-minute sessions with 4 activities
•target vocabulary: 16 English verbs
•pedagogical progression: 4 activities per session

52. LEXLEARN
•3 x 30-minute sessions with 4 activities
•target vocabulary: 16 English verbs
•pedagogical progression: 4 activities per session
•meaning => form => use => reflection

53. LEXLEARN
•3 x 30-minute sessions with 4 activities
•target vocabulary: 16 English verbs
•pedagogical progression: 4 activities per session
•meaning => form => use => reflection
•reception => supported production => free production

54. LEXLEARN
•3 x 30-minute sessions with 4 activities
•target vocabulary: 16 English verbs
•pedagogical progression: 4 activities per session
•meaning => form => use => reflection
•reception => supported production => free production
•fixed programme: order and number of trials limited

55. MEANING FORM USE REFLECT
1
2
3

56. MEANING FORM USE REFLECT
1
2
3

57. MEANING FORM USE REFLECT
1
2
3

58. MEANING FORM USE REFLECT
1
2
3

59. MEANING FORM USE REFLECT
1
2
3

60. MEANING FORM USE REFLECT
1
2
3

61. MEANING FORM USE REFLECT
1
2
3

62. MEANING FORM USE REFLECT
1
2
3

63. MEANING FORM USE REFLECT
1
2
3

64. MEANING FORM USE REFLECT
1
2
3

65. MEANING FORM USE REFLECT
1
2
3

66. MEANING FORM USE REFLECT
1
2
3

67. MEANING FORM USE REFLECT
1
2
3

68. MEANING FORM USE REFLECT
1
2
3

69. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
Target items

70. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
Target items

71. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
•2 day condition : 40
participants
Target items

72. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
•2 day condition : 40
participants
•7 day condition: 35
participants
Target items

73. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
•2 day condition : 40
participants
•7 day condition: 35
participants
•Comparable in age and
proficiency
Target items

74. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
•2 day condition : 40
participants
•7 day condition: 35
participants
•Comparable in age and
proficiency
Target items
•16 verbs
•frequency band 5000 - 6000
•characteristic of C2 learners in
English Vocabulary Profile
•eliminated French cognates

75. Participants
•74% female, B1-C1, 87-88%
French L1 monolingual, 11
years of English,
•Groups
•2 day condition : 40
participants
•7 day condition: 35
participants
•Comparable in age and
proficiency
Target items
•16 verbs
•frequency band 5000 - 6000
•characteristic of C2 learners in
English Vocabulary Profile
•eliminated French cognates
crave, curb, dazzle, dread, equate,
hinder, incur, loathe, moan,
pinpoint, ponder, relish, strive,

76. Measuring vocabulary knowledge

77. Measuring vocabulary knowledge

78. Measuring vocabulary knowledge
•modified VKS (vocabulary knowledge
scale)(Paribakht & Wesche, 1993)

79. Measuring vocabulary knowledge
•modified VKS (vocabulary knowledge
scale)(Paribakht & Wesche, 1993)
•pre and post-tests

80. Measuring vocabulary knowledge
•modified VKS (vocabulary knowledge
scale)(Paribakht & Wesche, 1993)
•pre and post-tests
•4 point scale
•0 never seen
•1 seen but don’t remember meaning
•2 definition etc and/or sentence
•3 definition etc and sentence

81. Measuring vocabulary knowledge
•modified VKS (vocabulary knowledge
scale)(Paribakht & Wesche, 1993)
•pre and post-tests
•4 point scale
•0 never seen
•1 seen but don’t remember meaning
•2 definition etc and/or sentence
•3 definition etc and sentence
•Collapsed to binary values
(demonstrated versus no
demonstrated vocabulary
knowledge)

83. FINDINGS

84. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks

85. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks
2. Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency? Yes! Learners with higher proficiency learn more

86. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks
2. Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency? Yes! Learners with higher proficiency learn more
3. How does the interval between learning sessions (2-day versus 7-day schedules) affect

87. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks
2. Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency? Yes! Learners with higher proficiency learn more
3. How does the interval between learning sessions (2-day versus 7-day schedules) affect
1.Immediate learning 2-day learning gives greater initial gains

88. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks
2. Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency? Yes! Learners with higher proficiency learn more
3. How does the interval between learning sessions (2-day versus 7-day schedules) affect
1.Immediate learning 2-day learning gives greater initial gains
2.Longer-term retention? 7-day schedule gives less forgetting

89. FINDINGS

1. What kind of learning can be achieved in a short, ecological distance programme (90
minutes)? 55-58% for 16 C2 verbs learned in 3 sessions, tested at 2 weeks
2. Is the lexical acquisition of advanced (C2) level verbs influenced by learners’ general
proficiency? Yes! Learners with higher proficiency learn more
3. How does the interval between learning sessions (2-day versus 7-day schedules) affect
1.Immediate learning 2-day learning gives greater initial gains
2.Longer-term retention? 7-day schedule gives less forgetting
=> confirms previous research findings for pedagogically sound online learning

90. Outline
Innovation in EFL in
higher education
•Learning English
•Teaching English
•English for Specific Purposes
•AI, teaching, research …

91. Task-based language teaching: what is a task?

92. Task-based language teaching: what is a task?
•a task is a workplan

93. Task-based language teaching: what is a task?
•a task is a workplan
•the plan engages learners
in authentic language
use

94. Task-based language teaching: what is a task?
•a task is a workplan
•the plan engages learners
in authentic language
use
•the task includes
materials to help learners
achieve an outcome

95. Task-based language teaching: what is a task?
•a task is a workplan
•the plan engages learners
in authentic language
use
•the task includes
materials to help learners
achieve an outcome
•the outcome is specified in
communicative, not
linguistic terms

96. Second language acquisition research suggests

97. Second language acquisition research suggests
•language learning is best achieved not by treating language
as an ‘object’ to be dissected into bits and learned [..],
but as a ‘tool’ for accomplishing a communicative purpose.

98. Second language acquisition research suggests
•language learning is best achieved not by treating language
as an ‘object’ to be dissected into bits and learned [..],
but as a ‘tool’ for accomplishing a communicative purpose.
•‘learning’ does not need to precede ‘use’, but rather
occurs through the efforts that learners make to understand
and be understood in achieving a communicative goal.

99. Second language acquisition research suggests
•language learning is best achieved not by treating language
as an ‘object’ to be dissected into bits and learned [..],
but as a ‘tool’ for accomplishing a communicative purpose.
•‘learning’ does not need to precede ‘use’, but rather
occurs through the efforts that learners make to understand
and be understood in achieving a communicative goal.
•the interactions resulting from the performance of tasks in
a classroom resemble - in many respects - those found in
child language acquisition in the home

100. MEDIA & COMMUNICATION CLASS

101. MEDIA & COMMUNICATION CLASS
➤task-based class for second year
English majors

102. MEDIA & COMMUNICATION CLASS
➤task-based class for second year
English majors
➤authentic, real-world activity
➤story slam (Moth stories)

103. MEDIA & COMMUNICATION CLASS
➤task-based class for second year
English majors
➤authentic, real-world activity
➤story slam (Moth stories)
➤evaluation of task success
➤story slam judging panel

104. MEDIA & COMMUNICATION CLASS
➤task-based class for second year
English majors
➤authentic, real-world activity
➤story slam (Moth stories)
➤evaluation of task success
➤story slam judging panel
➤focus on form/reflection
➤teacher feedback on audio
recordings
➤smartphone, SoundCloud,
Google apps

105. among learners:
story slam
✤https://youtu.be/
KRHXjT4AQJM
23

106. STORY SLAM TOOLS

107. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe

108. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud

109. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud
➤the teacher creates a Google Form
to collect SoundCloud links

110. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud
➤the teacher creates a Google Form
to collect SoundCloud links
➤the teacher creates a generic
message on gmail for individual
feedback

111. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud
➤the teacher creates a Google Form
to collect SoundCloud links
➤the teacher creates a generic
message on gmail for individual
feedback
➤the teacher makes a webpage for
general feedback including resources
for further study (Wordpress,
Google sites or Weebly)

112. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud
➤the teacher creates a Google Form
to collect SoundCloud links
➤the teacher creates a generic
message on gmail for individual
feedback
➤the teacher makes a webpage for
general feedback including resources
for further study (Wordpress,
Google sites or Weebly)

113. STORY SLAM TOOLS
➤teacher prepares introductory lesson
using a Moth story with transcript
prepared on storyscribe
➤students talk in class, record on
smartphones, then upload a
recording to SoundCloud
➤the teacher creates a Google Form
to collect SoundCloud links
➤the teacher creates a generic
message on gmail for individual
feedback
➤the teacher makes a webpage for
general feedback including resources
for further study (Wordpress,
Google sites or Weebly)
https://wp.me/p28EmH-11J

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iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
wwwwwwwwwwwwww

117. From the teacher I got a really bad feedback. The pronounciation is not
good, “too many stresses, no weak forms”; same thing about the
vocabulary and the grammar “3rd person singular present s.” And for
the communication, it’s also not very good.
From the other students, I got a good feedback. They reproached me my
grammar mistakes and also that I was too nervous. “Maybe be more
confident and less shy.” Otherwise, they liked it. They found the topic
interesting and that I was myself really interested by my topic, and it
was a good thing.
The contradictions are mainly about my grade. How can I get a grade
around 15 with the students and only 7 with the teacher? I think the
students are maybe too nice with me, but I also think that the teacher is
expecting too much from me.

118. From the teacher I got a really bad feedback. The pronounciation is not
good, “too many stresses, no weak forms”; same thing about the
vocabulary and the grammar “3rd person singular present s.” And for
the communication, it’s also not very good.
From the other students, I got a good feedback. They reproached me my
grammar mistakes and also that I was too nervous. “Maybe be more
confident and less shy.” Otherwise, they liked it. They found the topic
interesting and that I was myself really interested by my topic, and it
was a good thing.
The contradictions are mainly about my grade. How can I get a grade
around 15 with the students and only 7 with the teacher? I think the
students are maybe too nice with me, but I also think that the teacher is
expecting too much from me.
Or maybe it’s two
different sets of
criteria: how you
present, and how
good your oral
English is

119. Outline
Innovation in EFL in
higher education
•Learning English
•Teaching English
•English for Specific Purposes
•AI, teaching, research …

121. ENGLISH
STUDIES

122. ENGLISH
STUDIES
literature

123. ENGLISH
STUDIES
literature
culture

124. ENGLISH
STUDIES
literature
culture linguistics

125. ENGLISH
STUDIES
literature
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics

126. ENGLISH
STUDIES
literature
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
law

127. ENGLISH
STUDIES
literature
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law

128. ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law

129. ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]

130. ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]
classroom
intervention

131. ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]
classroom
intervention
psycholinguistics

132. ENGLISH
LANGUAGE
TEACHING
(ELT)
ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]
classroom
intervention
psycholinguistics

133. ENGLISH
LANGUAGE
TEACHING
(ELT)
ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
LEARNING
(CONTENT &
LANGUAGE)
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]
classroom
intervention
psycholinguistics

134. ENGLISH
LANGUAGE
TEACHING
(ELT)ESP
DIDACTICS
ENGLISH
STUDIES
literature
ENGLISH FOR
SPECIFIC
PURPOSES
(ESP)
NON-LANGUAGE
DISCIPLINES &
PROFESSIONS
culture linguistics
science
law
LEARNING
(CONTENT &
LANGUAGE)
INSTRUCTED
SECOND
LANGUAGE
ACQUISITION
[ISLA]
classroom
intervention
psycholinguistics

136. •“the ESP juggernaut”
early figures in British ESP
1970-1980s
•4 figures: Swales, Johns,
Dudley-Evans, Ewer
•materials, teaching practice,
teacher educationESP
Abbott (1978)

137. JOHN SWALES (1938-‘RETIRED’ 2006)
•1957 BA Psychology (University of Cambridge),
1966 Linguistics and ELT (University of Leeds)
•British Council: Tripoli College, Libya;
English Language Servicing Unit, University of Khartoum, Sudan (1973-5)
Swales, J. (1971). Writing scientific English
•University of Aston (1978): Language Studies Unit; MA in ESP teaching
•University of Michigan, English Language Institute; Swales & Feak
Academic writing for graduate students
•Genre analysis (1990), English for Specific Purposes editor

138. TIM JOHNS (1936-2009)
•BA Modern History, Emmanuel
College, Cambridge 1955
•British Council
•Birmingham University (Swales)
(1971-2001): English for Overseas
Students Unit
•father of data-driven learning
(DDL)

139. TONY DUDLEY-EVANS (1943, RETIRED 2001)
•BA Arabic (University of London), PGCE ELT
(University of Wales)
•British Council: Tripoli College, Libya
(Swales); English Language Unit, University
of Tabriz, Iran
•Birmingham University (1976-2001): English
for Overseas Students Unit (Johns, Swales)
•Bates, M. & Dudley-Evans, T. (1976). Nucleus:
General science
•English for Specific Purposes editor (Swales)

140. JACK EWER (1918-1982)
•Department of English, University of
Chile at Santiago
•Ewer, J & Latorre, G. (1969). A course
in basic scientific English. Longman
•“father of ESP teacher education”
•EST/ESP Chile, editor

141. Developing EST materials
linguistic focus of
textbooks
preference for tailor-made
materials
planned and serendipitous
collaboration

142. •such books undermine the
professionalism of the instructor
•they cannot meet the elaborated
inventories of requirements produced by
needs analysis or by schemes of
evaluation,
•they are offered in a format ostensibly
unsuitable for communicative language
Swales (1980, 2013)
preference for tailor-made materials

143. •such books undermine the
professionalism of the instructor
•they cannot meet the elaborated
inventories of requirements produced by
needs analysis or by schemes of
evaluation,
•they are offered in a format ostensibly
unsuitable for communicative language
Swales (1980, 2013)
preference for tailor-made materials
The standard
solution to these
dif
fi
ficulties with
published
materials is for
each institution,
organization, or
training

144. Swales (2013)
Over that kitchen table
and of an evening, [Tony
Dudley-Evans and I] could
plan next week's materials,
spark and improve ideas,
kill off weak or stray
enthusiasms, and cobble
collaboration to develop materials

145. Tim Johns […] would
typically respond to
some description of
materials, with
comments like, “Pretty
nice, but have you
thought of doing it like
Swales (2013)
Over that kitchen table
and of an evening, [Tony
Dudley-Evans and I] could
plan next week's materials,
spark and improve ideas,
kill off weak or stray
enthusiasms, and cobble
collaboration to develop materials

146. EST initiative at Birmingham
English for Overseas' Students Unit (EOSU) Birmingham
University
support in EST from language and content instructors to
international graduate students in regular graduate
programmes in Plant Biology and Transportation
a) understanding academic lectures
b) producing academic/scienti
fi
fic English
Johns & Dudley-Evans (1980)

147. course components
Johns & Dudley-Evans (1980)

148. course components
1. audio recording of content lectures analysed by language teachers for
subsequent team-teaching
Johns & Dudley-Evans (1980)

149. course components
1. audio recording of content lectures analysed by language teachers for
subsequent team-teaching
2. exam questions provided by content teachers, analysed by language
teachers, student writing checked by both teachers
Johns & Dudley-Evans (1980)

150. course components
1. audio recording of content lectures analysed by language teachers for
subsequent team-teaching
2. exam questions provided by content teachers, analysed by language
teachers, student writing checked by both teachers
3. oral presentations: role-play topic defined by content teacher, student plays
engineer to ‘planning committee’ of language teachers
Johns & Dudley-Evans (1980)

151. course components
1. audio recording of content lectures analysed by language teachers for
subsequent team-teaching
2. exam questions provided by content teachers, analysed by language
teachers, student writing checked by both teachers
3. oral presentations: role-play topic defined by content teacher, student plays
engineer to ‘planning committee’ of language teachers
4. research projects: team-teaching session where students present proposals;
conference with individual students to discuss drafts
Johns & Dudley-Evans (1980)

152. Johns & Dudley-Evans (1980)
while there was some
improvement attributable to
the team-taught sessions for
all students, that
improvement was far
greater with the stronger
learning e
ff
ffects?

153. Johns & Dudley-Evans (1980)
while there was some
improvement attributable to
the team-taught sessions for
all students, that
improvement was far
greater with the stronger
learning e
ff
ffects?
Where in an operation of this
kind subject and language are
so enmeshed,
fi
finding out what
the language-teacher has
learnt of the subject may be as
reliable a way of estimating its
success as measuring the

154. EST teacher education
multilayered perspective:
student, teacher, teacher
educator, programme
director
ESP teacher collaboration
practical orientation

155. team-teaching: one “active” instructor,
one “passive” or “watching”
lecture breaks: stop every 10-15 min
group work with close supervision
teacher training programme
Ewer (1983)

156. central role of teacher
groups should contain at least
one fairly good student
("good" in the sense of
quickness of reaction, general
knowledge, energy and, least
important of all, knowledge of
English); if this is not done, all
the best students tend to
Again, in this game we are
learning all the time, and it
often happens that the
active teacher may omit or
underemphasize a relevant
point which the watching
teacher can ensure is
brought to the attention of
Ewer (1983)

157. HISTORICAL CONTEXT OF ESP

158. HISTORICAL CONTEXT OF ESP
•emphasis on science over humanities

159. HISTORICAL CONTEXT OF ESP
•emphasis on science over humanities
•focus on content as pre-requisite to language

160. HISTORICAL CONTEXT OF ESP
•emphasis on science over humanities
•focus on content as pre-requisite to language
•linguistic description and language teaching

161. HISTORICAL CONTEXT OF ESP
•emphasis on science over humanities
•focus on content as pre-requisite to language
•linguistic description and language teaching
•teaching and learning

162. ESP LEARNER

163. ESP LEARNER
•paternalistic stance with respect to learner needs and
learning outcomes

164. ESP LEARNER
•paternalistic stance with respect to learner needs and
learning outcomes
•little exploration of intercultural dimensions or
learner strategies (BUT Dudley-Evans & Swales 1980)

165. ESP LEARNER
•paternalistic stance with respect to learner needs and
learning outcomes
•little exploration of intercultural dimensions or
learner strategies (BUT Dudley-Evans & Swales 1980)
•avoidance of theories of (language) learning/
acquisition (Bloor & Bloor)

166. CONCLUSION…

167. CONCLUSION…
ESP has historically prioritised
content, description, and teaching

168. CONCLUSION…
ESP has historically prioritised
content, description, and teaching
Key
fi
figures in late 20th century
ESP typify a creative, innovative,
and individually driven approach
to EST

169. CONCLUSION…
ESP has historically prioritised
content, description, and teaching
Key
fi
figures in late 20th century
ESP typify a creative, innovative,
and individually driven approach
to EST
Learning has been overlooked,
assumed rather than attested

170. CONCLUSION…
Can we emulate the energy
and creativity of early ESP
teachers, trainers, programme
developers and researchers
and turn our attention to
questions of how students
learn?
ESP has historically prioritised
content, description, and teaching
Key
fi
figures in late 20th century
ESP typify a creative, innovative,
and individually driven approach
to EST
Learning has been overlooked,
assumed rather than attested

171. For EFL in higher education
Telecollaboration
•2024: 1 semester
•Third-year English majors, future
secondary school EFL teachers
•Exchange with L2 French students in
Adelaide, Australia
•Co-construction of EFL teaching units
•2025: 1 semester
•2nd year English majors (45 students)
•English linguistics course on English
as a lingua franca
•Partner class?

172. Outline
Innovation in EFL in
higher education
•Learning English
•Teaching English
•English for Specific Purposes
•AI, teaching, research …

173. Student learning, research publishing
AI
Teacher education programme (2-year Masters)
1. classroom research synthesis
2. research paper: classroom experimentation
Research: CALL journal ReCALL
Assistant editor: desk reject vs external review
3. Empirical CALL research

174. 1. Hallucination

175. 2. Plagiarism

176. 3. Original research

177. CALL research
AI
Language Learning and Technology : Special issue on
Artificial Intelligence for Language Learning, June 2024
Data-driven learning (Crosthwaite & Baisa 2023)
Teacher education (Moorhouse & Kohnke 2024)
Ethical issues: access, appropriation …

178. •Crosthwaite, P., & Baisa, V. (2023). Generative AI and the end of
corpus-assisted data-driven learning? Not so fast!. Applied Corpus
Linguistics, 3(3), 100066.
•Moorhouse, B. L., & Kohnke, L. (2024). The effects of generative AI on
initial language teacher education: The perceptions of teacher
educators. System, 122, 103290. https://doi.org/10.1016/
j.system.2024.103290

179. EFL teachers in higher education in Georgia
What might we discuss today?
Some teaching and research projects to
share
- LexLearn
- Story Slam
- development of ESP in the UK
- telecollaboration in teacher education
- AI
future
developments
task-based language
teaching (TBLT)
vocabulary
acquisition
English for
Specific
Purposes

180. Ilia State University
Tblisi, Georgia 20/06/2024
Innovation in EFL in
higher education
•Shona WHYTE
•shona.whyte@univ-
cotedazur.fr
•shonawhyte.wordpress.com
•Telecollaboration?
January 2025