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Image courtesy of Taryn

A few days ago, I posted this ‘challenge’ on Twitter:

Project #444ELT: Helping ELT professionals connect with ELT research

  • Read 4 journal articles every week for 4 weeks (a total of 16 articles)
  • Each week, write a blog post that has:
    • a reference to each article
    • a short summary of each one
    • your remarks or thoughts on the content
    • a list of questions raised after reading each article.
  • Share your post on Twitter using the hashtag #444ELT
To be totally honest, I thought it might catch a few people, but instead the response via retweets and favourites has been really surprising. I mostly did this to keep myself accountable, but I was secretly hoping a few people might join in as well. It is a little different than a blog carnival in that the person joining in can do it at any time instead of setting a deadline. This is meant to be ongoing as a means to promote the use of ELT research in the classroom. By forcing yourself to participate in this short challenge, it is hoped that this will create a routine of sorts that will carry on throughout your career.

I decided to choose a theme for each week. This week’s theme revolves around vocabulary learning/acquisition and the use of intentional and incidental means. Each study is different in many ways, but the common thread shows amazing continuity in the results with some solid applications for the language classroom.

So, without further delay, here is my first entry: Week one of #444ELT Continue reading Building