Carol Griffiths

• PhD
• Professor (Full) at Girne American University

A definition of language intake and what determines intake has long been debated. This book considers definition and argues that contributors to intake include input (this remains the sine qua non of language intake: without it there is nothing to take in), interaction (which connects input and output and makes the input memorable and available for...

It is, perhaps, with some surprise that I find the native/non-native divide again attracting attention. The first I remember of this being an issue was when we were informed that the native speaker was dead (Paikeday, 1985). Needless to say, to those of us who did not feel at all deceased, this came as a surprise, but the announcement certainly att...

This special issue recognizes the contribution of Jack Richards to the field of language learning and teaching: https://www.eurokd.com/journal/jdwot/18?sav=124

English as a medium of instruction EMI) is practised around the world, but there are many controversies regarding it. This important book discusses these controversies and attempts to draw some conclusions regarding how it can be applied most beneficially for both students and teachers.

ESP programmes are designed to meet the specified needs of learners for professional or academic purposes. This study presents the design and implementation of an ESP course at a teacher education department in Turkey. The theoretical framework of the course is based on the constructivist perspective to familiarize teacher candidates with fundament...

ABSTRACT. The Practice of English as a Medium of Instruction (EMI) around the World, edited by Carol Griffiths, published by Springer This edited volume presents eleven empirical papers reporting the existing literature and the results of an original study focusing on EMI (English as a medium of instruction) in a particular area (Central and East...

This chapter looks first of all at the currently available literature for the Nordic (including Norway, Sweden, Finland, Denmark and İceland) and Baltic states (including Estonia, Latvia and Lithuania) with regard to the use of English as a medium of instruction (EMI) (Dikilitaş & Griffiths, 2023). A small scale study carried out among both teacher...

East Asia covers a very large area, and includes a large and diverse population (Sano et al., 2023). This chapter reviews the EMI situation in this context and presents an original study conducted in Japan, which is then examined for its implications for the wider region. Findings from this study suggest that students choose EMI courses to improve...

As I have discovered, a special issue covering the work of Jack Richards is a mammoth task. In the years that he has worked in language development, he has covered so many different aspects of the field, it is difficult to know where to start...

This article reports on a study conducted at a university in North Cyprus which aimed to gather empirical evidence regarding both teachers’ and students’ perceptions of the advantages and disadvantages of online learning as experienced during the COVID pandemic. The study discovered that both teachers and students were aware of both advantages and...

Second language acquisition (SLA) researchers have been exploring individual differences (IDs) to identify how variation in second or foreign language (L2) learners’ attainment can be explained by factors such as personality, language aptitude, learning styles, and motivation, to name but a few (eg, Dörnyei, 2005; Gregersen & MacIntyre, 2014; Pawla...

This article begins by outlining the development of the individual difference concept, considering what should be included as an individual difference, and suggesting a definition. The authors then suggest 11 individual differences which occur regularly in the literature and which they have found to be salient features in their own classrooms. A br...

Given that I have been a teacher of one kind or another for practically all of my working life, starting as a high school English teacher before moving into TESOL (teaching English to speakers of other languages), I would like to suggest (in all modesty, of course!) that I am in a good position to understand the stresses of the job. In this positio...

As English as a lingua franca (ELF) continues its global expansion, the need to deal with related pedagogical questions becomes more urgent. Although there have been some studies on ELF-aware students, there is also a need for inspiring ELF-aware teachers, especially at the pre-service stage so that they begin their professional lives with an ELF-a...

Learning style is another factor which has generally been considered relatively stable, although, as this chapter explains, it is starting to be considered more dynamic and dependent on a complex amalgamation of factors (including other individual differences and the socio-ecological context) than it might once have been. Definition of the concept...

The role of motivation in language learning has received a lot of attention in recent years. This chapter first defines the concept and then looks at the various ways motivation has been viewed. Existing literature is reviewed and a previously unpublished study is also presented. Motivation as complex, dynamic and socio-ecologically situated is dis...

The final chapter aims to address the ambitious task of taking a holistic view of all the complex individual variables in the book and how they interact dynamically with each other and with the socio-ecological context in which they are situated. In order to do this, a small-scale study was undertaken which canvassed the views of a group of practis...

Although personality can be a salient factor in a classroom, there is surprisingly little empirical research on the relationship of personality to successful language learning. This chapter first attempts to define personality and describes a variety of instruments used over the years in order to measure it. Previous research is reviewed and a new...

Over the years, aptitude has been a controversial concept: even defining exactly what it is has not been easy. This chapter looks at various definitions of aptitude and also at various instruments used in an attempt to measure it. The relationship of aptitude to proficiency in language learning is considered, as well as other factors (such as worki...

Beliefs are a very personal matter which may manifest themselves in a number of ways, including how learners go about learning language, and, perhaps, how successful they are in the endeavour. It tends to be a rather fuzzy concept, which different people interpret in different ways, but this chapter attempts a definition, describes attempts to meas...

Although historically much of the research into language learning has been concerned with establishing commonalities, interest in the influence of individual variables has increased in recent years. This chapter takes a general overview of the concept of individual differences in language learning. It begins by outlining the background of the devel...

The importance of affect or emotion in language learning has been increasingly recognized in recent years. As interest in the concept has developed, it tends to have branched off into specialist areas, including anxiety, attitude, attribution, empathy, inhibition, and self-concept (which, itself, includes several different perspectives, including s...

This chapter begins by defining the difference between sex and gender and describing the background to the issue as it applies to language learning. The chapter goes on to consider the relationship of sex/gender to other potentially influential variables, such as culture, aptitude, personality, style, strategies, autonomy, beliefs, affect and motiv...

Since language learning strategies were introduced to the language learning scene in the mid-1970s, they have been controversial. This chapter traces the controversy, and concludes with a concise definition of LLS as actions chosen by learners for the purpose of learning language. Previous strategy research is reviewed and a sample case study of th...

The chapter begins by defining the differences among these terms which often overlap and are frequently used more-or-less synonymously. Vignettes are provided to exemplify the ways people from different cultures perceive issues such as terms of address and the interpretation they place on various behaviour. Previous literature is reviewed, as well...

Since its introduction to the language learning field in the 1970s, the concept of autonomy (which involves students taking responsibility for their own learning) has been influential. This chapter looks at the relationship between autonomy and proficiency, reviews the literature to date, and presents a new study into this relationship. Another new...

When it was suggested that the concept of self-regulation should replace the language learning strategy concept early in the new millennium, there were fears that strategy research had come to an end. Nevertheless, research, debate, and publication on the subject have continued. Although some issues remain (especially regarding definition, underpin...

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

What makes a good language teacher? This up-to-date, practical book addresses that question from a "human" perspective, recognizing that teachers are not just machines, but have feelings, needs, and identities of their own. As the twenty-two topics of the chapters in this volume clearly indicate, language teachers are complex individuals who are ex...

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

This textbook takes a Complex Systems Theory approach to examine individual differences between learners and the potential impact of these variables on the process of acquiring a second language. The authors argue that individual variables cannot provide the complete picture, and that they must instead be understood as part of an interconnected and...

Although English as a medium of instruction (EMI) has grown exponentially in recent years, many perceived needs and challenges remain unaddressed. The present study investigated what kinds of challenges students experience when trying to study in an EMI context, and how they view their needs, gathering qualitative data from open-ended questions. Th...

This volume provides an up-to-date and comprehensive coverage of second language learning. The focus throughout the book is primarily on language learning, but each chapter also discusses the implications for teaching and assessment, thus informing both understanding and practice. The book contains nine sections, which aim to organise and reflect d...

This chapter discusses the issue of English as a medium of instruction (EMI) at higher education, reporting specifically the results of a listening comprehension strategy survey and qualitative comments to open-ended questions. The study was conducted at three universities (two states, one private), conveniently sampling 76 students (30 male, 46 fe...

The number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium sized country in-between three continents is of great interest. This study was conducted to investigate international students’ perceptions of their Turkish experience. Af...

This chapter summarizes the main ideas of the book, and draws attention to the way the action research (AR) process can contribute to teacher autonomy on cognitive, practical, and interactional levels, thereby leading to a more satisfying professional life. The need for sustainability is also emphasized so that teachers can be empowered to continue...

In recent years, context has come to be recognized as a key element which influences the outcomes of research studies and impacts on their significance. Two important aspects of context are the setting (where the study is taking place) and the participants (who is included in the study). It is critical that both of these aspects are adequately cons...

This chapter introduces the key underlying concepts of the book. It begins by establishing a working definition of action research (AR) before going on to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of au...

This chapter aims to provide a “human” dimension by providing narratives from actual action researchers. The intention is to provide encouragement for those who may be intimidated by the process (we all like to know we are not the only ones who are struggling) and to provide inspiration from successfully completed studies, while acknowledging that...

This chapter addresses a vital question to be considered after the main job of collecting and analysing the data is done: how to interpret it? Guidelines are given for this process and strategies for reporting the interpretations are suggested. In addition, teachers are guided to consider the limitations their study might have (there are always som...

This chapter is an important chapter for those who want to go beyond just doing the study (though this is perfectly satisfactory for those who only want to go this far) to presenting or publishing their research. A number of presentation options are suggested, and detailed guidance is given on the writing-up process. A personal journey through the...

This chapter provides several examples of different types (a quasi-experimental study, a case study, and a questionnaire study) of actual action research studies. The purpose of this chapter is to provide concrete illustrations of how studies have been carried out, some of which might appeal to action-researchers for replication purposes. At the en...

This chapter goes on to look at various issues and options when it comes to choosing a suitable research methodology. Numerous research method types are suggested, including those from both quantitative and qualitative paradigms, and examples are given. Issues with cross-sectional versus longitudinal and experimental versus quasi-experimental desig...

This chapter deals with the important, but often neglected, issue of establishing research questions or hypotheses, whether this is done before or (in the “real world”) often after the study has been conducted. The point is made that, in fact, research questions tend to be more common than hypotheses in action research, and guidelines are suggested...

This chapter tackles the often tricky question of how to analyse the data. This can be an intimidating stage for novice (or even more experienced) researchers. Both quantitative (numerical, ordinal, nominal) and qualitative types of data are explained, and appropriate and rigorous data analysis methods are suggested and carefully exemplified.

This chapter deals with issues of data collection to produce evidence-based findings, including essential (but often overlooked) ethical questions. The chapter then goes on to consider data collection options, including gathering data from multiple sources so that findings can be triangulated or cross-checked against each other. Numerous instrument...

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and g...

Over the years, the language learning strategy concept has been controversial on a number of levels. These include definition, classification, theoretical underpinnings, the relationship between strategies and successful learning, strategy orchestration, learning context, learning goal or target, the relationship between/among strategies and learne...

This year marks the fortieth anniversary of the publication of two landmark articles concerning the ‘good language learner’. In the years since, vigorous debate has revolved around both theoretical issues (including definition, classification, theoretical foundation, and the relationship of strategies to successful learning) and practical issues (i...

This article reports on a study that investigated issues involved with the teaching of features of spoken English, sometimes called spoken grammar, including the use of vague language, placeholders, lexico-grammatical units and ellipsis. Materials focussing on four spoken features were prepared and presented over a period of two months to 19 studen...

We are all familiar with the Input Hypothesis (Krashen, 1985), which states that language acquisition is dependent upon comprehensible input. Also familiar is the Interaction Hypothesis (Long, 1981) and the Output Hypothesis (Swain, 1985), which state that learning takes place when a learner has the opportunity to practise by means of communicative...

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by...

Computer animation in the past decade has become one of the most noticeable features of technology-based learning environments. With today's high educational demands as well as the lack of time provided for certain courses, classical educational methods have shown deficiencies in keeping up with the drastic changes observed in the digital era. With...

The factors which might make a successful language learners have been hotly debated over many years. The possible contributing variables include strategies, individual characteristics, learning target, learning medium and learning context. The good language learner must balance all of these varying factors if he/she is to be successful. This articl...

This article first of all defines strategies and then goes on to identify strategies used by successful language learners. The conclusion drawn is that successful learners frequently use a large number of different strategy types

E˘ ger sen de˘ gilsen, kim? E˘ ger¸simdiger¸ger¸simdi de˘ gilse, ne zaman? 1 ¨ Universitede • Derslere zamanında gelinecek. • Etkin aktivitelere katılıp, konu hakkında bilgiye sahip olacaklar. • Derste arkada¸slarınızarkada¸slarınız ile konu¸smayınızkonu¸smayınız ve tüm elektronik cihazlarınızı kapalı veya sessiz kon-uma getiriniz. • ˙ Iyi bir dinl...

E˘ ger sen de˘ gilsen, kim? E˘ ger¸simdiger¸ger¸simdi de˘ gilse, ne zaman? 1 ¨ Universitede • Derslere zamanında gelinecek. • Etkin aktivitelere katılıp, konu hakkında bilgiye sahip olacaklar. • Derste arkada¸slarınızarkada¸slarınız ile konu¸smayınızkonu¸smayınız ve tüm elektronik cihazlarınızı kapalı veya sessiz kon-uma getiriniz. • ˙ Iyi bir dinl...

The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an o...

There has been considerable interest in cognitive load in recent years, but the effect of affective load and its relationship to mental functioning has not received as much attention. In order to investigate the effects of affective stimuli on cognitive function as manifest in the ability to remember foreign language vocabulary, two groups of stude...

This article examines many instances of figurative language – metaphors and similes – employed by six international experts to describe language learning strategies and their involvement with such strategies over many years. The first stage of analysis showed that the experts' metaphors and similes were associated with (a) construction, (b) visual...

This article provides an introduction to the state of the art of language learning strategies in the twenty-first century – a panoramic view of the international landscape of strategies. In the landscape are eight key areas of controversy and discussion: strategy definitions, strategies and proficiency, theoretical underpinnings, categorization, co...

The authors, all experts on learning strategies, come from or have worked in a range of locations in East Asia: Japan, Korea, the People's Republic of China, and the Republic of China (Taiwan). By means of personal narratives, they examine the cultural, personal, and logistical issues involved in learning foreign languages in the East Asian context...

Animation, which is basically a form of pictorial presentation, has become the most prominent feature of technology-based learning environments. It refers to simulated motion pictures showing movement of drawn objects. Recently, educational computer animation has turned out to be one of the most elegant tools for presenting multimedia materials for...

There are some who believe that literature is a neglected resource in the language classroom, and, of the literary genres, probably the one that is given the least attention is poetry. But songs are only poems set to music. They have universal appeal, and the rhythm, rhyme and other poetic devices help to make them memorable. Furthermore, songs can...

This paper describes a study into the relationship between motivation and second language acquisition. The study was conducted at a private language school in Istanbul, Turkey and looked at four types of motivation: intrinsic, extrinsic, integrative, and instrumental. In order to assess their English ability, students were given a test consisting o...

This book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and train...

Questions surrounding the issue of error in language development have long been controversial. To this day there has been no generally accepted definition of exactly what an error is, or how precisely it is related to ‘correct’ or ‘native’ language. Theories of the role of error in language development range from a bad habit which must be rigidly c...

This article begins with a brief overview of some of the salient issues that have impacted on teaching practice in recent years. In order to canvass teacher concerns regarding these issues, a questionnaire was given to a class of practising teachers studying for a Masters degree in ELT at a Turkish university asking them to rate a number of key iss...

On first acquaintance, the language learning style concept is intuitively appealing. Understanding it has the potential to greatly enhance learning and to make learning more enjoyable and successful. It is a concept that acknowledges individual differences, rather than seeing all learners as similar. For teachers, it presents an opportunity to offe...

This paper reports on a survey conducted at a university in Beijing, China into students’ intercultural knowledge. Surveys with both close-ended and open-ended questions were distributed to the students and questionnaires with open-ended questions were also sent to the international teachers. By means of quantitative and qualitative research method...

When considering the question of 'traditional' versus 'communicative', the first essential is definition. This article first of all attempts to clarify these ill-defined concepts before considering the degree to which they may or may not be dichotomous. The results of a small-scale study are reported involving a survey of teaching approaches employ...

This edited collection provides a comprehensive overview of the area of sucessful language learning strategies and reviews the literature and research on this subject to date. The book provides a reference base, addresses theoretical issues and considers pedagogical implications. It identifies gaps in our current understanding and suggests useful r...

This edited collection provides a comprehensive overview of the area of sucessful language learning strategies and reviews the literature and research on this subject to date. The book provides a reference base, addresses theoretical issues and considers pedagogical implications. It identifies gaps in our current understanding and suggests useful r...

This edited collection provides a comprehensive overview of the area of sucessful language learning strategies and reviews the literature and research on this subject to date. The book provides a reference base, addresses theoretical issues and considers pedagogical implications. It identifies gaps in our current understanding and suggests useful r...

This edited collection provides a comprehensive overview of the area of sucessful language learning strategies and reviews the literature and research on this subject to date. The book provides a reference base, addresses theoretical issues and considers pedagogical implications. It identifies gaps in our current understanding and suggests useful r...

Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using an original questionnaire developed in a c...

The purpose of this chapter is twofold: (a) to review the literature investigating the influence of such variables as age, gender, motivation, career orientation, personality type, nationality, proficiency, and learning situation on strategy use; and (b) to show how the literature review applies to individuals and groups in specific situations. The...

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What is considered by many to be the pioneering work in the field of language learning strategies was carried out in the mid seventies by researchers such as Rubin (1975) and Stern (1975). Although nearly a quarter of a century has passed since then, the language learning strategy field continues to be characterised by "no consensus" (O'Malley et a...