'In reality its almost impossible': CLT-oriented curriculum change
Abstract
Curriculum innovation is challenging and, as several commentators have reported, moves to introduce communicative language teaching in many contexts internationally have resulted in mixed outcomes, or even failure. In an effort to shed some light on this complex problem, this article focuses on curriculum change through the introduction of new communicative textbooks in an engineering college (kosen) in Japan. First, three key factors that inhibit change are considered and then other factors that specifically hindered change in the kosen environment are identified. A study investigating the attitudes and classroom practices of four Japanese teachers of English highlighted a culture of pedagogical uncertainty and lack of professional support. Suggestions for supporting teachers to implement curriculum change more effectively, both in Japan and elsewhere, are drawn out.
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Claims the paper makes
0 of 16 cited sources checked · 0 supported · 0 flagged
- Findingown data§ Context for the innovation
Unlike the yakudoku used for university entrance examination preparation in regular Japanese high schools, the kosen teachers made considerable efforts to minimize the complexity of instruction.
“However, unlike the yakudoku used for university entrance examination preparation in regular Japanese high schools, where teachers may devote time to complex grammatical explanations, the kosen teachers made considerable efforts to minimize the complexity of the instruction.”
Quote in the paperNot a substantial claim - Findingown data§ Context for the innovation
At the kosen, no internal training took place to support the change in textbooks and in the teaching practices required.
“At the kosen, no internal training took place to support the change in textbooks and in the teaching practices required.”
Quote in the paperSubstantial claim - Findingown data§ Context for the innovation
Given the lack of pressure for university entrance examination preparation, none of the kosen teachers could identify external factors impacting on their teaching practices.
“Given the lack of pressure for university entrance examination preparation, none of the kosen teachers could identify external factors impacting on their teaching practices.”
Quote in the paperNot a substantial claim - Findingcitation§ Context for the innovation
Classroom observations showed that participants continued to follow the yakudoku tradition.
“The classroom observations showed that participants continued to follow the yakudoku tradition (Humphries 2012).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Humphries 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data§ Context for the innovation
Rather than asking students to listen for comprehension, the teachers used transcripts and translated the content for them.
“In addition, rather than asking students to listen for comprehension, they used the transcripts and translated the content for them.”
Quote in the paperNot a substantial claim
- Findingown data§ Context for the innovation
The teachers preferred to supply answers in order to progress through the textbook efficiently.
“They preferred to supply the answers in order to progress through the textbook efficiently.”
Quote in the paperSubstantial claim - Findingown data§ Context for the innovation
English language production was limited to repetition and written gap-filling exercises.
“English language production was limited to repetition and written gap-filling exercises.”
Quote in the paperSubstantial claim - Findingown data§ External factors
The kosen teachers had complete freedom to choose their teaching approaches.
“The kosen teachers indicated no such constraints: they had complete freedom to choose their teaching approaches.”
Quote in the paperSubstantial claim - Interpretationcitation§ Internal factors
In the face of uncertainty, the teachers' experiences of their own apprenticeship of observation led them to resort to routine teacher-centred approaches where they maintained practices that were familiar and comfortable.
“In the face of such uncertainty, the teachers' experiences of their own apprenticeship of observation (Lortie op.cit.; Borg op.cit.)led them to resort to routine teacher-centred approaches where they maintained practices that were familiar and comfortable.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Lortie op.cit.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Borg op.cit.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning§ Internal factors
Beliefs are critical in mediating the implementation of new approaches.
“Beliefs are critical in mediating the implementation of new approaches.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Context for the innovation
The participants' lack of pedagogical training meant that they reverted to the status quo of past learning and work experiences.
“The participants' lack of pedagogical training meant that they reverted to the status quo of past learning and work experiences.”
Quote in the paperSubstantial claim - Interpretationcitation§ Introduction
The yakudoku approach is embedded in the teacher-centred, transmission-oriented paradigm.
“The yakudoku approach is embedded in this latter paradigm.”
Quote in the paperSubstantial claim - Premisecitation§ Introduction
In the Asia-Pacific region, the examination culture is a deeply rooted force that substantially influences teaching practice.
“In the Asia-Pacific region, the examination culture is a deeply rooted force that substantially influences teaching practice (Butler ibid.).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Butler ibid.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Introduction
Government-mandated textbooks contain exercises requiring highly structured and low output English production, with emphasis on reading comprehension and practising target structures.
“Moreover, governmentmandated textbooks contain exercises requiring highly structured and low output English production, with the emphasis on reading comprehension and practising target structures (Humphries 2013).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Humphries 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Introduction
External and internal sociocultural settings where teachers work often constrain what they can do.
“Two further factors are the external and internal sociocultural settings where they work which 'often constrain what they can do' (Borg op.cit.: 166).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Borg op.cit.: 166
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Introduction
In Japan, entrance examinations for prestigious universities continue to use traditional forms of assessment based on challenging reading passages, receptive skills through multiple choice items, and translation focusing on vocabulary and grammar.
“In Japan, entrance examinations for prestigious universities continue to use traditional forms of assessment based on challenging reading passages, the testing of receptive skills through multiple choice items, and translation focusing on vocabulary and grammar (Kikuchi and Browne 2009).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kikuchi and Browne 2009 source
- Interpretationown data§ Context for the innovation
The teachers seemed to misunderstand the approach adopted through the activities in the textbook.
“The teachers also seemed to misunderstand the approach adopted through the activities in the textbook.”
Quote in the paperSubstantial claim - Interpretationown data§ External factors
Student factors had a strong internal impact on lack of change in teaching approaches.
“Student factors also had a strong internal impact on lack of change in teaching approaches.”
Quote in the paperNot a substantial claim
- May combine two claims. 22
- Classified as probably not a substantial claim. 12
May combine two claims.
Findingown data§ Internal factorsThe teachers circumvented the CLT-oriented approaches of the new textbooks and expressed considerable uncertainty about how to implement them.
“Nevertheless, they circumvented the CLT-oriented approaches of the new textbooks and expressed considerable uncertainty about how to implement them.”
Quote in the paperSubstantial claimMay combine two claims.
Findingreasoning§ External factorsThe kosen teachers were able to design 70 per cent of their own assessments, as the TOEIC Bridge only accounted for 30 per cent of overall grades.
“Moreover, they were able to design 70 per cent of their own assessments as the TOEIC Bridge only accounted for 30 per cent of overall grades.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ Internal factorsThe kosen contained students on sports scholarships, and extensive hours dedicated to sports club training had a detrimental effect on students' energy levels and time devoted to learning.
“In addition, the kosen contained students on sports scholarships, and Akira and Daiki asserted that extensive hours dedicated to sports club training had a detrimental effect on students' energy levels and time devoted to learning: 'school is their sleeping place' (Daiki).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Context for the innovationClasses were primarily teacher led, highly structured, conducted in Japanese, and focused on recurring language structures.
“Classes were primarily teacher led, highly structured, conducted in Japanese, and focused on recurring language structures.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
Findingown data§ External factorsThe teachers claimed that students lacked confidence in their English proficiency; this, combined with the lack of assessment standards, led to low motivation.
“The teachers claimed that students lacked confidence in their English proficiency; this, combined with the lack of assessment standards, led to low motivation.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ Context for the innovationAkira, Bonda, and Daiki avoided communicative activities, especially those challenging students to use problem-solving skills, and fed answers orally to students who had not completed exercises.
“Akira, Bonda, and Daiki avoided communicative activities, especially those challenging students to use problem-solving skills, and they fed answers orally to students who had not completed exercises.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone given§ External factorsIn comparison to regular high schools, the kosen had smaller classes of less than 30 students.
“Moreover, in comparison to regular high schools, the kosen had smaller classes of less than 30 students.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingnone given§ Context for the innovationDepartmental meetings were administrative and did not include discussion of teaching methodology or classroom issues related to the change.
“Departmental meetings were administrative and did not include discussion of teaching methodology or classroom issues related to the change.”
Quote in the paperSubstantial claimMay combine two claims.
Findingnone given§ Internal factorsThe teachers at the kosen believed that they did not have enough time to guide the students through the communicative activities or explain unfamiliar cultural issues.
“The teachers at the kosen believed that they did not have enough time to guide the students through the communicative activities or explain unfamiliar cultural issues.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ Context for the innovationChikara was the only teacher who attempted listening and pair work, but he also avoided less structured, more creative activities.
“Chikara was the only teacher who attempted listening and pair work, but he also avoided embarking on less structured, more creative activities.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ IntroductionThe long-standing traditional approach in many classrooms worldwide has been teacher-centred and transmission-oriented, assuming that students receive knowledge from the teacher.
“In contrast, argues Littlewood (ibid.), the long-standing traditional approach in many classrooms worldwide has been teacher-centred and transmissionoriented, with the assumption that students receive knowledge from the teacher.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Littlewood ibid.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Premisecitation§ External constraints Internal constraintsA study by Nishino (2008) indicated that although Japanese teachers of English expressed a desire to teach communicatively, they felt class sizes were too large (30-40 students) and lacked contact hours to teach beyond test preparation.
“in Japan, a study by Nishino (2008) indicated that, although JTEs expressed a desire to teach communicatively, they felt class sizes were too large (30-40 students), and they lacked contact hours to teach beyond test preparation.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Nishino 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Interpretationreasoning§ Internal factorsThe main barriers to change related to teachers' beliefs, understanding the new approach, and lack of ongoing support.
“It appears that the main barriers to change related to: 1 teachers' beliefs 2 understanding the new approach 3 lack of ongoing support.”
Quote in the paperSubstantial claimMay combine two claims.
Premisecitation§ External constraints Internal constraintsJapanese students may be discomforted by demands for class interaction and will resist attempts to speak.
“Such norms also extend to Japanese students who may be discomforted by demands for class interaction, and will, therefore, as King (2013) suggests, resist attempts to speak.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites King 2013 source
Classified as probably not a substantial claim.
Premisecitation§ DiscussionFullan argues that research over 30 years consistently shows that collaborative work within schools is the key to effective change.
“Fullan (ibid.)argues that research over 30 years consistently shows that collaborative work within schools is the key to effective change.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Fullan 2011: 52
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Interpretationreasoning§ Internal factorsThe kosen teachers had no opportunity to examine and discuss the CLT principles underlying the textbooks, which combined with their experiences of student discipline problems fed into their uncertainty.
“The kosen teachers had no opportunity to examine and discuss the CLT principles underlying the textbooks which, combined with their experiences of student discipline problems, fed into their uncertainty.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Premisecitation§ IntroductionMany teachers and students believe that CLT is an ineffective way to prepare for traditional assessments.
“Moreover, in relation to external constraints, discussed below, many teachers and students believe that CLT is an ineffective way to prepare for traditional assessments (Butler 2011).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Butler 2011 source
Classified as probably not a substantial claim. May combine two claims.
Interpretationreasoning§ DiscussionWhile the findings are not generalizable, they provide insights into some perennial barriers to curriculum reform that may equally apply in other situations.
“While the findings are not generalizable, they provide insights into some of the perennial barriers to curriculum reform that may equally apply in other situations.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitation§ Context for the innovationConstant comparison guided the collection and analysis of data.
“Constant comparison guided the collection and analysis of data (Corbin and Strauss 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Corbin and Strauss 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Interpretationown data§ External factorsAlthough the lack of need to prepare for entrance examinations offered a fruitful context for introducing teaching innovation, the teachers felt that they had lost a means to increase students' extrinsic motivation.
“Although the lack of need to prepare for entrance examinations offered a fruitful context for introducing teaching innovation, the teachers felt that they had lost a means to increase students' extrinsic motivation.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationreasoning§ Context for the innovationLack of training for teaching, combined with lack of departmental support, seemed to cause the teachers continual pedagogical uncertainty about implementing change.
“Lack of training for teaching, combined with lack of support departmentally seemed to cause the teachers continual pedagogical uncertainty about implementing change.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationreasoning§ External factorsThe teachers' freedom caused a lack of common direction and a cyclical fall in standards.
“However, this freedom caused a lack of common direction and a cyclical fall in standards.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationreasoning§ IntroductionTeachers lack the time to supplement government-mandated textbooks, so they commonly fall back on using yakudoku.
“Teachers lack the time to supplement these textbooks; therefore, they commonly fall back on using yakudoku.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ IntroductionTeachers may believe that CLT requires focusing entirely on speaking rather than other skills and never focusing on language forms, which is unsettling for many teachers.
“In the case of CLT, teachers may believe that they must focus entirely on speaking rather than other skills, and never focus on language forms, which is unsettling for many teachers (Littlewood ibid.).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Littlewood ibid.
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim. May combine two claims.
Premisecitation§ IntroductionCommunicative language teaching (CLT) is learner-centred and meaning-oriented rather than form-focused, and learners are expected to negotiate meaning without direct control or intervention of the teacher.
“In contrast to yakudoku, communicative language teaching (CLT) is learner-centred and meaning-oriented rather than form-focused, where 'learners are expected to negotiate meaning without the direct control or intervention of the teacher' (Littlewood 2007: 244).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Littlewood 2007: 244 source
May combine two claims.
Premisecitation§ External constraints Internal constraintsJapanese junior teachers follow norms set by older colleagues, leading to the perpetuation and consolidation of an existing school culture.
“Japanese junior teachers follow norms set by older colleagues, leading to the perpetuation and consolidation of an existing school culture (Sato and Kleinsasser 2004).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sato and Kleinsasser 2004 source
Classified as probably not a substantial claim.
Study design and conductnone given§ DiscussionThis research focused on just one case study of an unsuccessful attempt to introduce curriculum innovation into a school context.
“This research focused on just one case study of an unsuccessful attempt to introduce curriculum innovation into a school context.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationreasoning§ Internal factorsWithin the context of the kosen, there existed weak internal and external constraints to change.
“Within the context of the kosen, there existed weak internal and external constraints to change.”
Quote in the paperSubstantial claim
The paper relies on this without support.
When there is a strong clash between teachers' own beliefs and those underlying a curriculum innovation, teachers are likely to reject change.
“When there is a strong clash between teachers' own beliefs and those underlying a curriculum innovation, teachers are likely to reject change.”
The paper relies on this without support.
Misconceptions about the principles underlying educational innovation hinder its implementation.
“Misconceptions about the principles underlying educational innovation also hinder its implementation.”
The paper relies on this without support.
Teachers' beliefs are one source for evaluating new approaches and determining to what extent innovation is adopted.
“Teachers' beliefs are one source for evaluating new approaches and determining to what extent innovation is adopted.”
The paper relies on this without support.
Non-native speaker teachers might assume they must transmit oral information to their students only in English and may fear making linguistic and sociocultural errors.
“Non-native speaker teachers might assume they must transmit oral information to their students only in English and may well fear making linguistic and sociocultural errors.”
The paper relies on this without support.
Teachers have many additional duties, which reduce time for lesson preparation and professional development.
“Moreover, teachers have many additional duties, which reduce time for lesson preparation and professional development.”
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“…entrance exams, poor facilities and limited resources, students’ limited language proficiency, and discrepancies between local values and imported curriculum change (Bax, 2003; Chang, 2011; Farooq et al., 2015; Hu, 2002; Lee, 2014; Littlewood, 2007; Humphries & Burns, 2015; Schweisfurth, 2011).”
BackgroundShachter, J. (2022) · Journal of Silence Studies in Education · doi:10.31763/jsse.v1i2.12 · Cited by 11 · see citing works
James, M. A. (2023) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2023.101263 · Cited by 15 · see citing works
Hirose, K., & Harwood, C. (2019) · Multilingual Matters eBooks · doi:10.21832/9781788925877-008 · Cited by 9 · see citing works
Grassick, L., & Wedell, M. (2017) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-54309-7_13 · Cited by 9 · see citing works
Short-Term Student Exchanges and Intercultural Learning
Humphreys, G. (2023) · Cambridge University Press eBooks · doi:10.1017/9781009356671 · Cited by 8 · see citing works
The EFL Context in Vietnam and East Asia
Nguyen, H. T. M. (2016) · English language education · doi:10.1007/978-3-319-44151-1_1 · Cited by 8 · see citing works
Innovating Teacher Development: Transformative Teacher Education Through Classroom Inquiry
Burns, A. (2017) · Educational linguistics · doi:10.1007/978-3-319-51789-6_9 · Cited by 8 · see citing works
Self-citationZhang, X. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100569 · Cited by 7 · see citing works
Shachter, J., Kangas, M., Sweller, N., & Stewart, J. (2022) · Journal for the Psychology of Language Learning · doi:10.52598/jpll/4/2/2 · Cited by 7 · see citing works
It’s Your Turn: EFL Teaching and Learning with Tabletop Games
York, J., deHaan, J. W., & Hourdequin, P. (2019) · New language learning and teaching environments · doi:10.1007/978-3-030-12567-7_7 · Cited by 7 · see citing works
A Critical Reflection Of Constructivist Teaching In Clt At Higher Secondary Education In Bangladesh
(2019) · i-manager’s Journal on English Language Teaching · doi:10.26634/jelt.9.4.16006 · Cited by 7 · see citing works
Yulianto, B., Maruti, E. S., Suhartono, S., et al. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2202782 · Cited by 6 · see citing works
“Furthermore, the teacher’s understanding of a new learning model is a key aspect that determines the success of the desired change (Humphries & Burns, 2015).”
BackgroundMuhammad, R., Shahid, C., & Gurmani, T. (2023) · Journal of Languages Culture and Civilization · doi:10.47067/jlcc.v5i1.164 · Cited by 6 · see citing works
“Instead, cooperative learning techniques are an area that warrants more investigation (Humphries & Burns, 2015).”
BackgroundTask-based Pedagogies in Iran: The Relationship between Oracy and Literacy
Dastgahian, E. S., Turner, M., & Scull, J. (2019) · RELC Journal · doi:10.1177/0033688219845932 · Cited by 6 · see citing works
Weinmann, M., Kanaizumi, R., & Arber, R. E. (2021) · International Journal of the Sociology of Language · doi:10.1515/ijsl-2020-0035 · Cited by 9 · see citing works
Language Teacher Education, Reading, and Curriculum Change in Southeast Asia: A Laotian Perspective
Macalister, J., & Phonekeo, S. (2022) · RELC Journal · doi:10.1177/00336882221094389 · Cited by 5 · see citing works
Cajas, D., Chicaiza, V. E., & Cherres, K. (2023) · Kronos – The Language Teaching Journal · doi:10.29166/kronos.v4i1.4237 · Cited by 5 · see citing works
THE STRENGTHS AND DRAWBACKS OF LYRICSTRAINING IMPLEMENTATION IN BASIC LISTENING COURSE
Angelina, P. (2020) · ELTR Journal · doi:10.37147/eltr.v4i2.69 · Cited by 5 · see citing works
Angelina, P. (2020) · doi:10.24071/seadr.2019.13 · Cited by 5 · see citing works
Grassick, L. (2016) · White Rose eTheses Online (University of Leeds, The University of Sheffield, University of York) · Cited by 4 · see citing works
Language Diversity in “Monolingual” Japan: Language Awareness Among High School Teachers of English
Saito, S., & Turner, M. (2024) · Journal of Language Identity & Education · doi:10.1080/15348458.2024.2385837 · Cited by 5 · see citing works
“However, literature reports issues concerning the implementation of Communicative Language Teaching (CLT) in Japanese high schools where teachers are required to prepare students for examinations (Humphries & Burns, 2015; Mitchell, 2017; Nishino, 2012).”
Silence in an EFL Classroom: The Interplay of Schwab’s Four Commonplaces
Hongboontri, C., Wittaya, I., & Boonyaprakob, K. (2021) · Suranaree Journal of Social Science · doi:10.55766/bhcd3404 · Cited by 5 · see citing works
Innovation in Language Teaching and Learning
Wedell, M., & Grassick, L. (2020) · The Encyclopedia of Applied Linguistics · doi:10.1002/9781405198431.wbeal0540.pub2 · Cited by 4 · see citing works
Carabantes, L. (2024) · TESOL Quarterly · doi:10.1002/tesq.3353 · Cited by 3 · see citing works
Second Language Learning Theory and GELT
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.004 · Cited by 6 · see citing works
The effects of flipped learning approach on FL Egyptian learners to reinforce study of English
Desouky, E. S. A. D. (2019) · Journal of Research in Curriculum Instruction and Educational Technology · doi:10.21608/jrciet.2019.54146 · Cited by 3 · see citing works
“In spite of this importance, some other studies (Bax, 2003; Humphries & Burns, 2015) have considered communicative language teaching unsuccessful in achieving its goals, particularly in many settings of EFL, because it did not take into consideration the varied contextual constraints in which…”
BackgroundExamining the Impact of Gamification on English Language Instruction: A Literature Review
Nhan, L. K. (2024) · International Journal of Science and Management Studies (IJSMS) · doi:10.51386/25815946/ijsms-v7i2p106 · Cited by 7 · see citing works
“This is mostly due to the lack of sufficient possibilities for students to use English beyond the confines of the classroom (Humphries and Burns, 2015; Lee and Wallace, 2018).”
BackgroundDurbidge, L., & Breaden, J. (2024) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2024.2433149 · Cited by 3 · see citing works
“This is driven by time constraints placed on teaching staff, a preference for teacher-centred instruction and a policy environment which takes a deficit view of English language teaching (Humphries and Burns 2015; Weinmann, Kanaizumi, and Arber 2021).”
Parsons, M. E. M., Matthew, C., & Matthew, C. (2016) · Institutional Repositories DataBase (IRDB) · doi:10.60331/0000000576 · Cited by 3 · see citing works
Global Englishes and English Medium Instruction
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.009 · Cited by 4 · see citing works
Global Englishes and Language Teaching Materials
Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.007 · Cited by 3 · see citing works
Students’ Evaluation of SkELL: The ‘Sketch Engine for Language Learning’
Hirata, Y., Hirata, Y., Hirata, Y., et al. (2018) · Lecture notes in computer science · doi:10.1007/978-3-319-94505-7_30 · Cited by 3 · see citing works
Thao, V. D., & Nguyen, T. H. L. (2021) · Electronic Journal of Foreign Language Teaching · doi:10.56040/mcla1827 · Cited by 6 · see citing works
New Pedagogies for Multilingual Education
McDougald, J. S. (2019) · Latin American Journal of Content and Language Integrated Learning · doi:10.5294/laclil.2019.12.1.1 · Cited by 3 · see citing works
Filipino non-native English-speaking teachers and the contradictions in their own backyard
Perry, S. (2024) · Australian Review of Applied Linguistics · doi:10.1075/aral.23083.per · Cited by 2 · see citing works
Jamila, M., & Zubairi, A. M. (2022) · English Language Teaching · doi:10.5539/elt.v15n4p47 · Cited by 2 · see citing works
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“Therefore, unlike regular high schools that prepare students for form-focused university entrance examinations (Humphries & Burns, 2015), her English classes had a range of speaking activities such as pair-work discussions, and “once a week we had [a] speech or presentation.””
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Smith, B. N., & King, J. (2024) · RELC Journal · doi:10.1177/00336882241280987 · Cited by 2 · see citing works
“Despite some movement toward communicative language teaching (Humphries and Burns, 2015), traditional top-down approaches persist, resulting in lecture-style classes with limited student engagement.”
The Intersection of Psycholinguistics and Systemic Functional Linguistics in Textbooks
Niman, E. M., & Darong, H. C. (2025) · PSYCHOLINGUISTICS · doi:10.31470/2309-1797-2025-37-2-96-110 · Cited by 2 · see citing works
Podcasting Technology for Student Engagement and English Language Learning in the Japanese Context
Parsons, M. E. M. (2020) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-4658-1.ch013 · Cited by 2 · see citing works
Kim, J. M., & Alex, H.-C. L. (2021) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2021.18.3.7.858 · Cited by 1 · see citing works
“However, similar to many other EFL contexts (Abdulkader, 2019; Butler, 2011; Humphries & Burns, 2015; Orafi & Borg, 2009) its arguably problematic implementation (Han, 2016; Jin & Yoo, 2019) has resulted in a neglect of reading texts which are sources of input.”
BackgroundTeaching Reading Skills in “Surround Sound”
Schachter, J. (2021) · doi:10.37546/jaltpcp2020-40 · Cited by 1 · see citing works
REVIEWING FRAMEWORK OF CURRICULUM IMPLEMENTATION: ASEAN CONTEXT
Run, N. (2024) · Journal Of Multidisciplinary Research · doi:10.56943/jmr.v2i4.511 · Cited by 1 · see citing works
“…based banding which refers to a group of contents or subjects that are suitable for a specific level of the students, and/or oriented curriculum which refers to specific contents or life-skill to shape the students for their work-life career (Flores, 2016; Ho & Lee, 2022; Humphries & Burns, 2015).”
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“Due to several factors that include lack of resources, experience, and time (Ball y Feiman-Nemser, 1988; Gray, 2000; Humphries & Burns, 2015; Seferaj, 2014), teachers might feel pressure to adopt an imposed identity that involves using prescribed textbooks faithfully, especially when they must be…”
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Global Englishes and Teacher Education
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Students’ Assessment of a Communication-Oriented E-Learning Platform
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Japanese Students’ Utilization of Courseware in a Blended Learning Environment
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Curriculum Innovation and GELT
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Research Implications for GELT
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Communicative language teaching: The missing link between theory and practice
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Exploration of Classroom Cultures in EFL
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“…proceedings in a way which is very much antithetical to the authentic nature of facilitator: the teacher-facilitator enables students to negotiate meaning without the teacher’s direct control and intervention, thus creating ‘learner-centeredness’ (Humphries & Burns, 2015; Littlewood, 2007).”
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Diversity and Equity in Japanese Education
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Communicative Language Teaching In Rural Schools In China: Teachers’ Perspectives
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Communicative Language Teaching In Rural Schools In China: Teachers’ Perspectives
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“In their opinion, CLT is not an effective way for teachers and students to prepare for traditional assessments (Humphries & Burns, 2015).”
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“Others elsewhere have also lamented that educational policies meant to enhance CLT were incompatible with the reality of the teaching context, with inadequate textbooks cited as one problematic area (Humphries & Burns, 2015).”
Background
- Authors
- Humphries, S., & Burns, A.
- Venue
- ELT Journal
- Publisher
- Oxford University Press (OUP)
- Published
- 2015-02-02
- Volume
- 69
- Issue
- 3
- Pages
- 239-248
- ISSN
- 0951-0893 (ISSN-L)
- 1477-4526
- OpenAlex
- W1965017487
- Cited by
- 108
- References
- 10
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 14 · 2023: 10 · 2022: 9 · 2021: 8 · 2020: 8 · 2019: 27 · 2018: 6 · 2017: 10 · 2016: 6 · 2015: 2
- FWCI
- 53.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- ELT Journal (publishedVersion)
- Funders
- Japan Society for the Promotion of Science (26770204)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- communicative language teaching, curriculum change, curriculum innovation, English language teaching, teacher attitudes, professional support, textbook adoption, engineering schools, Kosen, barriers to change
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