Researcher Interviews

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Beyond The Abstracts: Learning Processes as Learning Contents – Lienhard Legenhausen (December 2024, Episode 13)

In this episode of Beyond the Abstracts I speak with Lienhard Legenhausen. Lienhard is professor emeritus of Language Pedagogy at the University of Münster, Germany. He underwent teacher training in the late sixties to become a teacher of English. After a short teaching period at a German Gymnasium (grammar school) he accepted a post at the Institute of Linguistics in Stuttgart. The title of his PhD thesis was Error Analysis and Error Evaluation the data basis of which included 26 000 errors made in so-called Abitursarbeiten (A-level exams). In 1975 he became a professor of English Linguistics at the University of Düsseldorf where he stayed till 1992.  From 1992 onwards up to his retirement in 2006 he worked at the University of Münster where he was responsible for Language Pedagogy (Sprachlehr- und Sprachlernforschung). After his retirement he was invited as a visiting professor to the National Bohdan Chmelnitzkij University in Ukraine. For twelve consecutive years he taught linguistic and methodology courses there in the Spring Terms.

His research interests include English linguistics, the study of learner language, technology-enhanced language learning as well as learner- centred approaches to classroom learning/teaching. In the late 80s and early 90s he conducted various research projects on The Computer in Foreign Language Learning with Dieter Wolff, which were funded by the German Research Foundation. He also started the LAALE project (Language Acquisition in an Autonomous Learning Environment) together with Leni Dam, in which they systematically observed the linguistic development of a class of Danish mixed ability learners who were taught according to the principles of autonomous language learning over a period of four years. 

And now, here is my conversation with Lienhard Legenhausen:

We begin by talking about Lienhard’s own academic background and how he first came into contact with Leni Dam’s autonomy classroom. We then turn to our key question – does autonomy work? Lienhard is convinced, and to that end, we discuss the evidence presented in chapters 5 and 6 of Language Learner Autonomy: Theory, Practice and Research (2017) by David Little, Leni Dam and Lienhard Legenhausen. He gives a detailed overview of the LAALE project, explaining the rationale for its research design. We discuss the evidence presented: improvements in vocabulary and grammatical acquisition, growth in pragmatic competence, and finally the reliability of learners’ self-assessments.  Addressing the evidence in turn, Lienhard concludes that the implicit gains in the Danish autonomy classroom outstripped those made under explicit instruction in the German classroom. Their own learning processes were made the content of their learning. As a counterpoint to the statistical evidence, we also cover case studies of two learners. Dennis and Susan, facing challenges with behaviour and dyslexia respectively, bloomed in the inclusive, peer-supportive environment of the autonomy classroom in the LAALE project. We also cover the role of teacher reflection with logbooks, technology in the classroom, and other topics. The conversation will interest those in the research evidence behind the autonomy classroom. 

Learn More:

English Linguistics

  • (1972) (with E. König). Englische Syntax I. Komplexe Sätze. Frankfurt/M.: Fischer Athenäum
  • (1985). “Die SF/EF-Distribution in englischen Rundfunkreportagen”. In: Hüllen, W./Schulze, R. (eds.) (1985). Tempus, Zeit und Text. Heidelberg: Carl Winter, pp. 117-135.
  • (1988). “Lexical causatives and transitional relations to non-causatives”. In: Klegraf, J./Nehls, D. (eds.) (1988). Essays on the English Language and Applied Linguistics. Heidelberg: Groos, pp. 131-146.
  •  (1989). “Grammatical fuzziness im Englischen”. Arbeiten aus Anglistik und Amerikanistik 14. 73- 88.
  • (1997). “Metaphorical and metonymic extensions of lexical phrases with hand– linguistic analyses and didactic implications .” In: Dow, J.R. / Wolff, M. (eds.). Languages and Lives – Essays in Honor of Werner Enninger. New York: Lang, pp. 241-253. 

Computer-Assisted Language Learning (CALL)

  • (1990). (with D. Wolff). “CALL in use – use of CALL: Evaluating CALL software”. System 18. 1-13.
  • (1990). (with L. Dam / D. Wolff). “Text production in the foreign language classroom and the word processor.” System  18. 325-334.
  • (1991).  (with D. Wolff) “Zur Arbeit mit Konkordanzen im Englischunterricht.” Der Fremdsprachliche Unterricht 25. 24-29
  • (1995). (with A. Eck / D. Wolff). Telekommunikation und Fremdsprachenunterricht: Informationen, Projekte, Ergebnisse. Bochum: AKS-Verlag..

Learner Languages / Autonomous Language Learning

  • (1991). “Code-switching in learners’ discourse.” International Review of Applied Linguistics in Language Teaching 29. 61-73.
  • (1996). “The identification of over- and underrepresentation in learner languages through frequency lists and concordancing.” In: Rüschoff, B. / Wolff, D. (eds.). Technology-enhanced Language learning in Theory and Practice. Szombathely: Balogh & Co, pp.  222-238.
  • (1996). (with L. Dam). “The acquisition of vocabulary in an autonomous language learning environment – the first months of beginning English.” In:  Pemberton, R. et al. (ed.). Taking Control – Autonomy in Language Learning.  Hong Kong: Hong Kong University Press, pp. 265-280.
  • (1999). “Language acquisition without grammar instruction? – The evidence from an autonomous classroom.” Revista Canaria de Estudios Ingleses (RCEI) 38. 63-76. (2000). “Principles of authenticity and the autonomous classroom.” In: Plag, I, / Schneider, K.-P. (eds.) Language Use, Language Acquisition and Language History. Trier: Wissenschaftlicher Verlag, pp. 200-212.
  • (2001). “Discourse behaviour in an autonomous learning environment.” AILA Review 15. 65 – 69.
  • (2009). “Autonomous language learning.” In: Knapp, K. / Seidlhofer, B. (eds.). Handbook of Applied Linguistics. Vol. 6: Foreign Language Communication and Learning. Berlin: Mouton de Gruyter, pp. 373 – 400.
  • (2010). (with L. Dam). “Testing versus evaluation in autonomous language learning.” In: Paran, A. / Sercu, L. (eds.). Testing the Untestable in Language Education. Oxford: Multilingual Matters, pp. 120-139. 
  • (2017). (with D. Little & L. Dam) Language Learner Autonomy. Theory, Practice and Research. Bristol: Multilingual Matters.
  • (2018). “Learner Autonomy as a response to the challenges of educational inclusion.” In: Schwienhorst, K. (ed.) Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Hong Kong: Candlin & Mynard ePublishing, pp. 29-49. Also: IATEFL: Canterbury, UK. (E-book from Amazon and Kindle).
  • (2019). “The development of a dyslexic learner in the autonomy classroom – A case study.” In: Burkert, A. / Dam, L. / Ludwig, Ch. (eds.). The Answer is Learner Autonomy: Issues in Language Teaching and Learning. Hong Kong: Candlin & Mynard ePublishing, pp.118-134. Also: Canterbury: IATEFL e-Book; pp. 95-108.

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Beyond The Abstracts: Rethinking Language Teaching – David Little (November 2024)

In this episode of Beyond the Abstracts I speak with Professor David Little. David Little is a Fellow Emeritus of Trinity College Dublin and was director of the College’s Centre for Language and Communication Studies from 1979 to 2005. His principal research interests are the theory and practice of learner autonomy in language education, the management of linguistic diversity in schools and classrooms, and the use of the CEFR to support the design of L2 curricula, learning programmes and assessment. David has published more than 70 articles and book chapters and authored/co-authored/edited several books on language learner autonomy. Starting in 1998, he played a leading role in the development and implementation of the ELP (European Language Portfolio) at national and European levels. From 2000 to 2008 he was non-stipendiary director of Integrate Ireland Language and Training, a not-for-profit campus company that was funded by the Irish government to provide intensive English language courses for adult refugees and to support the teaching and learning of English as an Additional Language in Irish schools.

And now, here is my conversation with David Little:

In this wide-ranging conversation we cover David’s own experiences learning French and German with the grammar-translation method, and his early encounters with self-access learning in the 1970’s. We then turn to our main focus – his 2022 paper Language learner autonomy: Rethinking language teaching. David reveals what it was like to attend Leni Dam’s seminar in 1985, and the roles of the dialogic classroom community, endless written and spoken production in the target language, learner control of learning and resource creation, reflection and self-expression, and evaluation in promoting language learner autonomy. David strongly affirms the importance of enacting this wholistic pedagogical choice in language classrooms. We also discuss relations to the principles of competence and relatedness in Self-Determination Theory. Lastly, we turn to David’s work in Ireland, with refugee, deaf, and EAL learners, and also Council of Europe projects on the ELP and plurilingualism. He explains how these long-term endeavours have deepened and confirmed his understanding of language learner autonomy, also describing desirable changes at the systemic level including to teacher education. Finally, David offers encouragement and advice to budding educational researchers – to engage in longitudinal projects that provide value to people above all else.

Learn More:

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Beyond The Abstracts: Action Plans – Don Snow (September 2024)

In this Beyond the Abstracts episode, I chatted with Don Snow. Don is Professor and Senior Director of the Language and Culture Center at Duke Kunshan University. In the field of language teaching and learning, his publications include More Than a Native Speaker: An Introduction to Teaching English Abroad (TESOL Publications, third edition 2017, with Maxi-Ann Campbell), From Language Learner to Language Teacher (TESOL Publications, 2007), and the textbook Encounters with Westerners: Improving Skills in English and Intercultural Communication (Shanghai Foreign Language Education Press, revised edition 2014). His most recent book, How Do You Learn a Language: Action Plans for Independent Language Learning, co-authored with Shuhan Li and Minghao (Rainie) Zhang, was published by Nanjing University Press in 2023. He also researches and write about the historical development of written forms of Chinese vernaculars such as Cantonese.

And now, here is my conversation with Don Snow:

Drawing from his decades of experience in Asia, Don emphasizes the importance of independent learning alongside formal language classes. Don’s own journey learning Chinese helped shape his belief that real success comes from self-motivated study. His book offers practical “action plans” to guide learners in setting goals, picking the right materials, and maintaining motivation. The key, he says, is sustainability—creating realistic plans that won’t fizzle out. One major challenge we discuss is how learners can lose momentum. Don offers tips on creating an internal motivation ‘skeleton’ and tracking progress through both tangible milestones (like finishing textbook units) and personal confidence markers. We also touch on other common pitfalls, like picking inappropriate materials or setting unattainable goals. Don advises starting small and staying flexible. To wrap up, Don highlights the need for more focus on learner autonomy and motivation in language learning research and teacher training, which he sees as critical for helping students succeed independently. This practical conversation is filled with useful takeaways for language learners and teachers alike.

Relevant articles:

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Beyond The Abstracts: Professional Curiosity – Sarah Mercer (August 2024)

In this Beyond The Abstracts conversation I speak with Sarah Mercer. Sarah is a Professor for Foreign Language Teaching and the Head of the ELT Research and Methodology Department at the University of Graz. Her research interests lie in all aspects of language learning psychology (teacher and learner perspectives), in particular in self-related constructs, engagement, agency, affect, belief systems, and wellbeing. In her research, she prefers to employ qualitatively oriented approaches, and she has a special interest in dynamic systems and ecological theory. Her current research explores teacher psychology, pre-service teacher identity development, socio-emotional intelligence, wellbeing, positive language education as well as interdisciplinary approaches to self. 

And now, here is my conversation with Sarah Mercer:

We discuss Sarah’s new article about professional development in language teaching. She first shares her journey from language learner, to teacher, to professor. Sarah emphasizes her strong passion for teaching, highlighting key mentors from her career. The core of our discussion then revolves around professional curiosity among language teachers. Sarah explains that curiosity drives professional development and varies among individuals. We cover details of teacher psychology and autonomy underlying this curiosity. Teachers’ choosing their professional learning paths enhances motivation and effectiveness. We conclude by reflecting on the need to study teacher educators themselves.

Learn more:

  • Mercer, S., & Pawlak, M. (2024). Language teacher professional curiosity: Understanding the drive for professional development. Studies in Second Language Learning and Teaching, 1–28. https://doi.org/10.14746/ssllt.39293
  • Mercer, S. (2021). An agenda for well-being in ELT: an ecological perspective. ELT Journal, 75(1), 14–21. https://doi.org/10.1093/elt/ccaa062
  • Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, 102642. https://doi.org/10.1016/j.system.2021.102642 

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Beyond The Abstracts: Navigating Culture, Autonomy, and Adaptation in Language Education – Dominic Edsall (May 2024)

In this Beyond The Abstracts conversation I speak with Dominic Edsall. Dominic started his teaching career as a science teacher specialising in chemistry before retraining to be an EFL teacher. He was awarded a master’s in TESOL with distinction from the Institute of Education, London and recently defended his PhD thesis at the UCL Institute of Education. His doctoral research focused on teacher identity and the negotiation of learner autonomy. He has taught at several universities in Japan and the UK. He is currently an Assistant Professor at Kyoto Prefectural University of Medicine and teaches pedagogy courses part-time at Nara Women’s University. His research interests include learner autonomy, agency, identity in language learning, critical realism, CLIL, pedagogy, teacher development, and curriculum.

And now, here is my conversation with Dominic Edsall:

In this insightful conversation, we delve into the complex intersection of teaching, culture, and learner autonomy, particularly within the Japanese educational context. Dominic shares his diverse experiences ranging from teaching in a challenging school in London to his tenure at Japanese universities, discussing the impact of cultural nuances on teaching and learning. We also explore his personal academic journey from chemistry to language education, highlighting his transition through different teaching roles and the dynamic influences on his professional life. Furthermore, Dominic reflects on the profound challenges and adaptations required in teaching across different cultures and educational systems, emphasising the importance of teacher autonomy and the tailored approach to student engagement and motivation. To that end, we discuss issues raised in his 2023 paper, Towards complexity in challenging learner autonomy research conventions: A wider view on learner development. This rich discussion provides an in-depth look at the realities of teaching that go beyond conventional methods, focusing on the nuanced needs of students and teachers in varied educational contexts, and will be essential watching for anyone with an interest in these issues.

Learn more about Dominic Edsall’s work here:

  • Edsall, D. G., with Head, E. & Hayasaki, A. (2023). Towards complexity in challenging learner autonomy research conventions: A wider view on learner development. The Learner Development Journal, 7, 157–179. https://doi.org/10.37546/JALTSIG.LDJ7-9 
  • Edsall, D. G. (2020). How much can we really know about learner autonomy. In Supporting learners and educators in developing language learner autonomy (pp. 8–39). Candlin & Mynard. http://dx.doi.org/10.47908/8/1
  • Edsall, D. G. (2019). As If… A Game Theory Perspective on Self-Access Learning. Studies in Self-Access Learning Journal, 10(3), 223-238. https://doi.org/10.37237/100302

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Beyond The Abstracts: Systematic Literature Reviews and Language Advising- Jing Yun (March 2024)

In this Beyond The Abstracts conversation I speak with Jing Yun. Jing is studying for a Doctor of Professional Practice in TESOL at International Education Institute, University of St Andrews. She obtained an MA in Applied Linguistics with TESOL at the University of Sheffield and a second MA in Cultural Studies at KU Leuven. Her research interests include intercultural communication, task-based language teaching, learner autonomy, and language advising. Jing also recently published a protocol for a scoping review of advising in language education, about which we speak. We cover her personal route into her research theme, the rationale behind a systematic literature review of this field, and her first-hand experiences with methodological issues such as question development, data extraction, and protocol writing. We also cover definitions and geographical distribution of language advising, the roles of personalisation and learner differences, and the relationship between advising and autonomy. This conversation will be essential viewing for anyone with an interest in these areas.

And now, here is my conversation with Jing Yun:

Learn more about Jing Yun’s work here:

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Beyond The Abstracts: Autonomy and Self-Regulated Learning- Ayako Kobayashi (February 2024)

In this Beyond The Abstracts conversation I speak with （香林綾子）Ayako Kobayashi. Ayako is an Assistant Professor in the department of International Tourism at Heian Jogakuin (St Agnes’) University, Kyoto, Japan. In addition to teaching and learning materials development for listening and presentation, she is a member of the Japan Association of College English Teachers (JACET), conducts research on language learner autonomy, and is the author of a new book on self-regulated learning. In the conversation, we cover Ayako’s background, motivation, and research journey. We also look at themes from her published work in the field of autonomy and self-regulated learning. This conversation will be essential reading for anyone with an interest in these areas.

And now, here is my conversation with Ayako Kobayashi.

Learn more about Ayako Kobayashi’s work here:

  • Kobayashi, A. (2011). Teachers’ Perceived Use and Importance of Metacognitive Instruction Techniques in Japanese EFL Classrooms. ARELE: Annual Review of English Language Education in Japan, 22, 185-200. https://doi.org/10.20581/arele.22.0_185

  • Kobayashi, A. (2020). Fostering Learner Autonomy in an EFL Classroom Through an Action Research by Adapting Extensive Listening Activities. Language Education & Technology, 57(0), 91-120. https://doi.org/10.24539/let.57.0_91

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Beyond The Abstracts: Language Policy in Self-Access Learning– Katherine Thornton (January 2024)

In this Beyond The Abstracts conversation I speak with Katherine Thornton. Katherine is an Associate Professor at the Institute for General Education of Otemon Gakuin University, Osaka, Japan. In addition to teaching and working as a learning advisor, she is also Program Director of their Self-Access Learning Center, known as E-CO. Katherine is also the President of the Japan Association for Self-Access Learning (JASAL).

Click the image to watch the conversation:

We cover Katherine’s education, background, and negotiation of professional, personal, and research identities, and her advice for early career scholars in the fields of autonomy or self-access learning. We also delve into her research on language policy and self-access: exploring what it is and why it is important, the relationship between language policy and local user needs, and multilingualism in self-access learning spaces in Japan. Lastly, we cover Katherine’s ideas about the current state and future of the field of self-access learning. This conversation will be essential viewing for anyone with an interest in these areas.

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