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 proceedingChapter

    Abstract

    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 publicationEnglish language teaching practice in Asia
    EditorsRichmond Stroupe, Kelly Kimura
    Place of PublicationCambodia
    PublisherIDP Education
    Pages142-151
    Number of pages10
    ISBN (Print)9789996358401
    Publication statusPublished - 2011

    Bibliographical note

    Previously published as: 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, 2006 (pp. 9-14). Phnom Penh: CamTESOL.

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