Teaching, testing and researching: 'the good, the bad and the ugly' dimensions of ELT?

Stephen H. Moore, Suksiri Bounchan

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

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    This paper explores the relationships between and among English language teaching, testing and researching. Teaching is often viewed as the "fun" part of ELT; testing as a "necessary burden." Researching, on the other hand, is usually seen as beyond the teacher's domain and, therefore, an "unwelcome intrusion" in the classroom. Good teaching nurtures learning and good testing provides useful feedback on that learning. Good researching improves both teaching and testing. Thus are good teaching, testing and researching inextricably linked. This paper probes the discontent that many teachers feel about language testing and research, and suggests that disinterest in either domain can have detrimental consequences for language learning. Testing that generates positive washback and classroom-based action research that leads to informed teacher intervention are highlighted as two critical links in the teaching, testing and researching "model" and, indeed, as "good practice" in ELT whatever the international setting.
    Original languageEnglish
    Title of host publicationCamTESOL conference on English language teaching
    Subtitle of host publicationselected papers
    EditorsKieng Rotana
    Place of PublicationCambodia
    Number of pages6
    Publication statusPublished - 2009
    EventCamTESOL conference (2nd : 2006) - Phnom Penh, Cambodia
    Duration: 25 Feb 200626 Feb 2006


    ConferenceCamTESOL conference (2nd : 2006)
    CityPhnom Penh, Cambodia

    Bibliographical note

    Copyright 2009 by the individual authors and CamTESOL Conference on English Language Teaching: Selected Papers. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


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