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.
|Title of host publication||CamTESOL conference on English language teaching|
|Subtitle of host publication||selected papers|
|Place of Publication||Cambodia|
|Number of pages||6|
|Publication status||Published - 2009|
|Event||CamTESOL conference (2nd : 2006) - Phnom Penh, Cambodia|
Duration: 25 Feb 2006 → 26 Feb 2006
|Conference||CamTESOL conference (2nd : 2006)|
|City||Phnom Penh, Cambodia|
|Period||25/02/06 → 26/02/06|
Bibliographical noteCopyright 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.
Moore, S. H., & Bounchan, S. (2009). Teaching, testing and researching: 'the good, the bad and the ugly' dimensions of ELT? In K. Rotana (Ed.), CamTESOL conference on English language teaching: selected papers (Vol. 2, pp. 9-14). Cambodia: CamTESOL.