Below are a selection of my ELT research papers that are reflective of my developing research interests and paradigm positioning. You are welcome to read any of these but normal referencing rules apply. I am happy to receive any comments you may have about my research.
Current research projects
Critical theory and Mozart's comic opera
Opera is often accused of being elitist but looking at the art form through the perspective of critical theory tells a potentially different story. Through looking at Mozart's comic operas, I am seeking to explore opera and its ability to empower members of society and transform the status quo, key elements of critical theory.
This research is currently in development.
This research is currently in development.
Research work: 2013-2017
A study of ELT teacher attitudes towards blended learning as an alternative course model, and the barriers and opportunities presented for teachers and students.
| a_study_of_elt_teacher_attitudes_towards_blended_learning_as_an_alternative_course_model.pdf |
This research project examines the possibilities and practicalities of having blended learning as an alternative course model to the one currently offered by publishers of English language teaching (ELT) materials, to either replace or supplement current linear courses. The feasibility of such a move will be considered before examining the barriers and opportunities presented when implementing a new model like blended learning.
An exploration of the equivalence of print and online ELT activities in terms of reading comprehension, and how such online activities can be designed to support L2 students: a thesis proposal.
| equivalence_of_print_and_online_materials.pdf |
This represents my doctoral thesis proposal for the University of Exeter's Doctorate in Education (TESOL) program.
In English language teaching (ELT), reading is a very important part of a school's syllabus, with students being shown strategies to enable them to successfully comprehend these L2 texts. While this has predominantly been focused on print texts, students are increasingly using computers and tablet devices to complete ELT activities. Research remains divided as to the equivalency of such online activities which has profound implications for ELT content development and publishing. This study will, therefore, explore reading comprehension both on paper and digitally to determine any differences in L2 student comprehension before considering how online activities may be presented in order to ensure a supportive and optimal reading experience.
In English language teaching (ELT), reading is a very important part of a school's syllabus, with students being shown strategies to enable them to successfully comprehend these L2 texts. While this has predominantly been focused on print texts, students are increasingly using computers and tablet devices to complete ELT activities. Research remains divided as to the equivalency of such online activities which has profound implications for ELT content development and publishing. This study will, therefore, explore reading comprehension both on paper and digitally to determine any differences in L2 student comprehension before considering how online activities may be presented in order to ensure a supportive and optimal reading experience.
Accountability, autonomy and the issue of opposing identities in a context of organisational professionalism
| accountability_autonomy_and_the_issue_of_opposing_identities |
The prevalence of organisational professionalism within the English as a Foreign Language (EFL) industry, my own context included, has resulted in many practitioners being deprofessionalised and demotivated by the control exerted upon them through the top down requirements of senior management. This contrasts sharply with the occupational professionalism displayed by, for example, the chartered surveying profession. In my teaching context, organisational professionalism extends into content development, a method of surveillance aimed at teaching staff to control the level of quality of teaching through standardised materials. In terms of my identity, this has created a rift between my substantive and situated identities. Nevertheless, activist professionalism leading to empowered professionalism offers an opportunity to redistribute some managerial control while also bringing towards alignment my substantive and situated identities that were in opposition as a result of my context’s discourse of control.
Developing critical materials for a mainstream EFL textbook - a disruptive innovation?
| developing_critical_materials_for_a_mainstream_efl_textbook_–_a_disruptive_innovation_.pdf |
Philip, D.A.A. (2015). Developing critical materials for a mainstream EFL textbook - A disruptive innovation? International Journal of Bilingual and Multilingual Teachers of English, 3(1), 25-34.
Abstract
This paper will outline the findings of a small-scale research project and will start by introducing the literature related to the theory of critical pedagogy as a means of developing textbook content. Such critical content can enable students to question the status quo and their role in society, potentially increasing their awareness of social issues that directly affect their lives. This will be contrasted with the Frontrunner series, a mainstream, commercial and aspirational textbook for teenage learners between 14 and 17 years of age.
Arguments will be presented indicating such mainstream and aspirational content prevents the discussion of social issues within EFL classrooms, whereas there should be more of a union of L2 language development and awareness of current social issues. Consequently, a ‘critical issues supplement’ extending one of the mainstream Frontrunner units and discussing homelessness was developed in an attempt to provide such a union.
The research questions were developed to determine the exiting knowledge of critical pedagogy as well as reaction to the critical issues supplement. This gave rise to the identification of various implications relating to critical pedagogy in contexts that may be seen as unfavourable to such a transformative methodology.
Keywords: Critical applied linguistics; Critical pedagogy; Critical action research; EFL; textbook development; disruptive innovation
Abstract
This paper will outline the findings of a small-scale research project and will start by introducing the literature related to the theory of critical pedagogy as a means of developing textbook content. Such critical content can enable students to question the status quo and their role in society, potentially increasing their awareness of social issues that directly affect their lives. This will be contrasted with the Frontrunner series, a mainstream, commercial and aspirational textbook for teenage learners between 14 and 17 years of age.
Arguments will be presented indicating such mainstream and aspirational content prevents the discussion of social issues within EFL classrooms, whereas there should be more of a union of L2 language development and awareness of current social issues. Consequently, a ‘critical issues supplement’ extending one of the mainstream Frontrunner units and discussing homelessness was developed in an attempt to provide such a union.
The research questions were developed to determine the exiting knowledge of critical pedagogy as well as reaction to the critical issues supplement. This gave rise to the identification of various implications relating to critical pedagogy in contexts that may be seen as unfavourable to such a transformative methodology.
Keywords: Critical applied linguistics; Critical pedagogy; Critical action research; EFL; textbook development; disruptive innovation
Research paradigms within a TESOL context
| tesol_paradigms.pdf |
This essay will consider my current paradigmatic position and how this has developed and been influenced both by the English as a Foreign Language (EFL) context within which I have taught and the nature of the educational business organizations I have worked in. These factors worked initially to shape my position primarily in the interpretive paradigm although with a need to manage positivist data favoured by business organizations. However, my position has been shifting recently and it is within the area of critical theory that I see opportunities to advance my research interests in the areas of curriculum and materials development.
Research work: 2007-2009
Evidence-based practice and reflective practice in education
| efl_as_an_evidence_based_profession.pdf |
Qualitative and quantitative research - true perspectives
| qualitative_research_and_quantitative_research.pdf |
Genre-based writing
| an_investigation_into_genre-based_teaching.pdf |
Action research and the professional development of EFL English language teachers
| action_research_and_professional_development.pdf |
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© 2022 Derek Philip-Xu. All Rights Reserved
© 2022 Derek Philip-Xu. All Rights Reserved
