Evidence-based teaching strategies in ELT

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Carol Lethaby clethaby@clethaby.com
Website: http://clethaby.com Twitter: @clethaby
Patricia Harries patti.harries@gmail.c...

Which of these strategies have you ever used
as a teacher (or learner  )?
•Work in pairs.
•Put a check next to the ones y...

Used? How
useful?
1 Used highlighting and underlining as you read.
2 Given a reason for the answer you give.
3 Written a s...

What does the research say?
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. &
Willingham, D.T. (2013). Improving stu...

Highlighting and underlining 1
•Using highlighting and underlining as you read
•Rating: Low usefulness – doesn’t seem to
i...

Summarizing 3
• Writing a summary of a to-be-learned text
• Rating: Low usefulness - hard to teach learners to do
it and r...

Visualize what you are reading 7
• Imagery use for text learning: form mental images of
text material you are learning
• R...

Mnemonics 5
• The keyword technique: making associations with
first and second language
• Rating: Low usefulness; not univ...

Re-Reading 9
•Re-reading: reading a text again
•Rating: Low usefulness; time could be better
spent
Carol Lethaby and Patri...

OK ….
…. So what does work?
Carol Lethaby and Patricia Harries, 2018

Prior knowledge 10
Thought or talked about the topic before
reading a text.
Carol Lethaby and Patricia Harries, 2018

Carol Lethaby and Patricia Harries, 2018
“If I had to reduce all of cognitive
psychology to one principle it would be
this...

Previous knowledge
•“the single most widely
demonstrated difference [in
learning outcomes] is prior
knowledge.”
•(Clark, 2...

Prior and background knowledge
•Prior knowledge – previously acquired
knowledge gained through life and
experience
•Backgr...

•“The importance of prior knowledge to
comprehension and communication is
included in virtually all modern theories of
rea...

•“.. what students already know about the
content is one of the strongest indicators of how
well they will learn new infor...

Connections!
•Synapses – connections between neurons
•New information – connections
•Known information – reinforces
connec...

•“On a daily basis, we adjust and extend
the enormous knowledge base in our
brain.”
• May 12, 2014 Marlieke van Kesteren
•...

Dunlosky et al (2013)
High to moderate usefulness
•Elaborative interrogation (2)
•Self-explanation (6)
•Practice testing (...

• Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to
improve education: Applying cognitive psychology to enha...

Elaborative interrogation 2
Explaining why something is true
“Why?”
“Why is this true?”
“Why is this the case here, but no...

Research
Carol Lethaby and Patricia Harries, 2018
• “Elaborative interrogation enhances learning
by supporting the integra...

Research
•text comprehension e.g. Smith et al
(2010) or learning lists of facts
•“moderate utility” Dunlosky et al (2013)
...

Self-explanation 6
• Explaining features of your own learning to
yourself
“ How does it relate to what I already know?”
“W...

Research
• Fewer studies but broad range of content areas
• Encourages learners to actively process content
and relate it ...

•Can these evidence-based
strategies be applied to ELT?
Carol Lethaby and Patricia Harries, 2018

How can we apply these strategies to ELT?
• Give examples for using the principle and strategies in
the ELT classroom/with...

Practice testing 8
• 8 Practice testing: low/ no stakes and self-testing
• Rating: High usefulness – overwhelmingly shows
...

• Retrieval practice - (via self testing) for durable
learning;
• Having tests interspersed with learning – good for
long ...

Distributed/spaced practice 4
•spreading out practice activities over time
Carol Lethaby and Patricia Harries, 2018

Carol Lethaby and Patricia Harries, 2018
• This “is one of the most
general and robust effects
from across the entire hist...

Research
• Studies in L2 vocabulary learning e.g. Bloom
& Shuell (1981); Bahrick et al (1993)
• Nation (2014:29) on the us...

Interleaved practice 11
•mixing up different practice activities in a
single session
✗AAA BBB CCC
✔ABC CBA BCA
Carol Letha...

Research
• Fewer studies
• Can improve brain’s ability to tell
concepts apart, lead to better transfer of
skills & greater...

•Can these evidence-based
strategies be applied to ELT?
Carol Lethaby and Patricia Harries, 2018

How can we apply these strategies to ELT?
•Give examples for using the strategies in the
ELT classroom/with language learn...

How can we apply these strategies to ELT?
• Give examples for using the strategies in the ELT classroom/with
language lear...

Principle: Using prior knowledge
Carol Lethaby and Patricia Harries, 2018

What prior knowledge do L2 students have?
•Content
•L1
•L2
Carol Lethaby and Patricia Harries, 2018

How can we use what students know to help
them to learn more easily?
•Use pre-tasks
• activate background knowledge
• buil...

Listening – pre-tasks
•Field – higher and lower levels – content
vs language
•“At either level it makes perfect sense”
(20...

•Lower levels – help with de-coding
•( pre-tasks are “encouraging learners to
make use of world knowledge, topic
knowledge...

•Higher levels – it helps in building meaning
(“learners can be encouraged to expand
on what they hear by relating it to
b...

How can we use what students know to help
them to learn better?
•Re-cycle and build on what learners
know / use a spiral c...

•“It is very important in education that
courses build on each other as much as
possible, because knowledge builds from it...

•Use L1 and L2 knowledge
•Help students to notice similarities and
differences
•Use cognates – false cognates
•Build on wh...

Know about learners’ interests
•We are most interested in / motivated by the
things we already know something about
•(“int...

Elaborative interrogation
• Ask questions about grammar
rules and compare different
structures – Why does this
need –ed an...

Carol Lethaby and Patricia Harries, 2018
American English File Level 2 (2nd Edition) Latham-Koenig & Oxenden (2013:13) OUP

Self- explanation
•Reading & listening comprehension tasks –
How did I find the answers?
•Student explains thought-process...

Open Mind Pre-Intermediate Student’s Book Rogers, Taylore-Knowles, Taylore-Knowles (2014:92) Macmillan
Carol Lethaby and P...

Elaborative interrogation & self-explanation:
the ‘takeaway’
•A way to focus on form
•Learners need to participate in
beco...

Practice testing
•Applications to ELT: vocab tests,
test yourself, practice tests
•formative assessment and
continuous ass...

Carol Lethaby and Patricia Harries, 2018
From: English ID 1 by Seligson, Lethaby and Gontow Richmond Publishing

Carol Lethaby and Patricia Harries, 2018
From:JustRight(SecondEdition)by
Lethaby,AcevedoandHarmerCengage
/NGL

Distributed/spaced practice
•Recycle vocabulary (e.g. ‘word bag’ /app) with
increasingly greater time spaces
•Don’t do the...

Interleaved practice
• Mix language & skills practice up in class – don’t be
too predictable
• Jumble up practice of langu...

Carol Lethaby and Patricia Harries, 2018
NewCuttingEdgeIntermediateStudents'Book
Cunningham&MoorPearsonLongman2005:32-
33

Distributed practice & interleaved practice:
the ‘takeaway’
✔ distributed practice for vocabulary
•More research needed on...

Conclusions
•Evidence-based strategies exist – we should be
aware of them
•We already do a lot of these things in the
clas...

• References
• Arbuthnott, K.D., & Krätzig, G.P (2014) Effective teaching: sensory learning styles versus general memory
p...

• Nation, I.S.P. (2001) Learning Vocabulary in Another Language CUP
• Nation, P. (2014) What do you need to know to learn ...

Carol Lethaby clethaby@clethaby.com
Website: http://clethaby.com Twitter: @clethaby
Patricia Harries patti.harries@gmail.c...

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