Welcome to the ELT Research Bites Archive
The ELT Research Bites blog was started by Anthony Schmidt in late 2016 and ran till about mid 2019. It extended an idea first developed on his personal blog.
At that time there was no multi-author summary site focused on language teaching and learning written by teachers.
There still isn't. So this archive is a reminder of that initiative.
You can use the search facility and/or the list of pages.
The following (in alphabetical order) were the contributors to the site:
Stephen Bruce, Richard Ingold, Marc Jones, Geoff Jordan,
Philip Kerr, Nicola Linde, Clare Maas, Mura Nava, Matthew Noble,
Joshua M. Paiz, Anthony Schmidt, Leo Selivan, Jeremy Slagoski, Shona Whyte
There is a funded summary site called OASIS written by researchers. And there is a multi-lingual summary site called Multi-ʻōlelo.
A ‘Big-picture’ Snapshot of Teaching Grammar in TESL/TEFL
A Closer Look at Corrective Feedback in Action
A Pedagogical Approach to Note Taking Instruction
A Tale of Three Writing Activities and Their Effect on Vocabulary Learning
Affordances and learning opportunities in lesson plan templates
An Updated Take on the Ethical Treatment of L2 writers
Blasting into Hyperdrive: A Motivational Framework
Blending Offline and Online Feedback on EAP Writing
Blog Carnival: From Theory to Classroom Practice
Blog Carnival: Study Abroad...what is it good for?
Blog Carnival: The S the L and the A of SLA
Blog Carnival: The Taped Monologue as Narrative Technique for Reflective Practice
Blog Carnival: What Postgraduates Appreciate in Online Feedback on Academic Writing
Bottom-up decoding has a link to L2 proficiency
Bridging the ELT Theory-Practice Gap
Busting the Learning Styles Myth
Buyer beware: SLA and the spacing effect
Cognitive Load and Language Teaching - What Teachers Need to Know
Collaborative Reasoning: Small Group Discussions and Their Impact on Language Learning
Collaborative Revision in the Writing Classroom
Comprehensibility and Intelligibility of International Student Speech
Content-Based Instruction in EAP - What are the long-term outcomes?
Corpus Use, Search Engines, and Writing Proficiency
Critical Thinking and Beginning Writing Skills
Cutting the Gordian knot of language curriculum - structural syllabus as a checklist?
Does ELF Have a Role in EAP Writing?
Extensive Reading and Reading Proficiency - What the Evidence Says
Foreign Language Educators’ Exposure to Research
Gap-fill, Sentence Writing or Composition - Which Task Leads to Better Vocabulary Learning?
Genre Analysis: The Building Blocks of EAP Lessons
Getting Acquainted with Flipped Learning in TESOL
Hands-Off Learning? The Evidence Against Minimally Guided Instruction
High-Leverage Teaching Practices
How much does your TED Talk? Vocabulary Coverage and TED Talks
How to Teach Conditionals with Cognitive Linguistics
Impact of Metacognitive Strategy Instruction on EAP Lecture Comprehension
Implications from Research on Writing from Reading
Implicit Learning and Input Enhancement - Long (2017) Part 2
Improving Foreign Language Listening Skills by Reading
Improving Vocabulary Use in Writing Tasks
Influences of Native-Speakerism on Teachers and Students
Input, output, shake it all about-put?
Integrating Extensive Reading with EAP Writing
Introducing a New General Service List
Is Corrective Feedback Effective?
Is Intuition as Good as Corpus Frequency for Selecting Vocabulary?
Is Translation a Helpful Teaching Tool?
Language Learning through Social Networks: Perceptions and Reality
Language Teachers' Mindsets as Keys to Integrate Technology in the Classroom
Listening for needles in haystacks: how lecturers introduce key terms
Making the Native-Speaker Debate more Inclusive
Measuring Speech: A Comprehensibility Scale for Teachers
Misunderstanding Comprehension
Multilingualism as a resource in the foreign language classroom
Nominalization and Grammatical Metaphor
Progress on Receptive Skills in CLIL and Non-CLIL Contexts
Pronunciation, Autonomy, and Automatic Speech Recognition
Pronunciation Instruction: Waste of Time or Worth the Effort?
Reading to Learn: A Reading and Writing Pedagogy
Receptivity to Learner-Driven Feedback in EAP
Rethinking English as a Lingua Franca
Scaffolding for Critical Reading in EAP
Shadowing in ELT: Who benefits and how?
Silva’s “On the Ethical Treatment of L2 Writers”: Still Very Relevant
Sink or Swim: The Challenges of International Students and How to Address Them
Spaced repetition software and TOEIC test proficiency
Surviving the Gauntlet of Novice Teaching
Taking communication to task? A critical review of recent trends in language teaching
Teachers' Immunity to Burnout: How to get it right
Teaching English Speakers to Speak English (as an International Language)
The Authenticity of Textbook Topics
The Cognitive Linguistic Approach to Teaching Phrasal Verbs
The Ups and Downs of Listening Instruction
The "What" and "How" of Classroom-Research, Part 1
The "What" and "How" of Classroom-Research, Part 2
To Translate or Not to Translate? The Effects of Translation Tasks on Language Accuracy
To what extent is the Academic Vocabulary List relevant to university student writing?
Using both a corpus and a dictionary to learn unknown vocabulary
Using Close Reading for Academic Texts and Writing
What Do Students Think about Automated Grammar Tools?
What is Instructed Second Language Acquistion (ISLA)? - Long (2017) Part 1
What is More Effective: Explicit or Implicit Grammar Instruction?
What Works Better: Teachers' L1 Use or L2‐Only Explanations?
Working Memory and Implicit/Explicit Instruction
Working Memory Capacity and Language Instruction: A Case for Explicit Instruction
Writing Intensive Pedagogy and Multilingual Writers