What Still Matters Most

By Dimitris Spyropoulos

As we prepared this issue of the magazine, one pattern became impossible to ignore. The articles come from different classrooms, educational settings and professional experiences, yet they repeatedly arrive at the same conclusion.

Teaching remains, above all, a profoundly human profession. Whether the focus is pedagogy, values, teacher talk, student engagement or classroom innovation, the same principle runs through every contribution. Methods matter. Resources matter. Technology matters. None of them, however, can replace the quality of the relationship between teacher and learner.

That observation feels especially timely. Artificial intelligence now dominates educational conversations, with new tools appearing almost weekly, each promising to transform learning. Many will undoubtedly improve efficiency and create new opportunities for teachers and students alike. Yet effective teaching has never depended on having the latest platform or the most sophisticated application. It depends on understanding learners, designing meaningful experiences and making sound pedagogical decisions.

The articles in this issue offer numerous examples of that principle in action. Some introduce innovative classroom practices, others revisit familiar ideas from fresh perspectives. What connects them is not the technology they use or the methodology they adopt, but the purpose behind them. Innovation is valuable when it sparks curiosity, deepens communication, encourages reflection and gives learners genuine ownership of their progress.

Another strength of this collection is the diversity of perspectives it brings together. The authors do not argue for a single methodology or promote one universal solution. Instead, they invite professional dialogue. They question assumptions, share classroom evidence and demonstrate that effective teaching often grows through careful observation, reflection and adaptation rather than by following the latest educational trend.

That diversity reflects the ELT profession itself. Every teacher works in a different context, teaches different learners and responds to different challenges. Professional growth comes from exchanging ideas, examining practice and remaining open to new possibilities, not from searching for perfect answers.

As editors, our role is not to decide which pedagogical philosophy prevails. It is to provide a platform where thoughtful practitioners can share their experience, challenge one another constructively and contribute to a wider professional conversation. Every article in this issue represents hours of classroom practice, reflection and a genuine commitment to improving learning.

If there is one idea that unites these pages, it is that excellence in language teaching is rarely accidental. It is built through informed decisions, reflective practice, professional curiosity and a willingness to keep learning alongside our students.

Technology will continue to evolve. New methodologies will emerge. Educational priorities will shift. The teacher-student relationship, however, remains the foundation on which meaningful language learning is built. That is what still matters most.

A Slower Opening to 2026 for UK ELT, as Junior Programmes Continue to Outperform

The UK’s English language teaching sector delivered 99,689 student weeks during the first quarter of 2026, according to new data released by English UK’s Quarterly Intelligence Cohort (QUIC). Based on returns from 116 member centres, representing approximately 40% of the association’s membership, the figures indicate a 7% year-on-year decline in overall student weeks compared with the same period in 2025.

The downturn was concentrated in the adult market. Adult student weeks fell by 10%, while the junior segment recorded 7% growth, continuing a pattern that first became visible during the final months of last year. Although January to March remains a period dominated by adult learners, the latest figures suggest that demand from younger students is proving more resilient than many operators had anticipated.

Adult provision still accounted for the vast majority of activity. Around 85% of all student weeks were delivered to adult learners, with juniors representing the remaining 15%, reflecting the established seasonal rhythm of the UK market before the summer programme period begins.

The source market profile also remained largely unchanged. Saudi Arabia, Türkiye, Japan, Brazil and Italy generated the highest volume of adult student weeks during the quarter, with Italy entering the adult top five. In the junior sector, Italy retained first place, followed by Spain, Argentina, Brazil and Uruguay, the latter replacing Chile among the leading markets. Together, the ten largest source countries accounted for 71% of all student weeks, a slightly higher concentration than a year earlier.

Regional distribution showed little movement. London, the South and South East, and Northern England continued to host approximately three quarters of all student weeks, maintaining their long-established position as the country’s principal destinations for English language study.

Booking behaviour also remained familiar. Agency business represented 74% of student weeks, underlining the continued importance of recruitment partners despite growing interest in direct enrolment strategies across the sector. Individual students accounted for roughly three quarters of bookings, while organised groups represented the remaining quarter, closely matching previous seasonal patterns.

One of the more notable developments in the latest data is the emerging trajectory of the junior market. During much of the post-pandemic recovery, junior programmes generally declined more slowly than adult provision. The latest results point to something different. Junior student weeks have now increased year on year for two consecutive quarters, suggesting that growth in this segment is no longer simply relative to weaker adult demand.

It is too early to conclude that the balance of the UK ELT market is changing permanently. The first quarter traditionally reflects adult mobility, while the industry’s largest volumes are still generated during the summer season. Nevertheless, the continued strength of junior enrolments will be watched closely by providers as they assess recruitment strategies, marketing priorities and capacity planning for the remainder of 2026.

The QUIC programme provides participating English UK members with quarterly benchmarking data throughout the year, complementing the association’s annual statistical report with earlier indicators of market performance and changes in student demand.

Cambridge English Digital Young Learner Exams Earn International Recognition

Cambridge English Qualifications Digital for Young Learners has been shortlisted in three categories at the 2026 International e-Assessment Awards, recognising the organisation’s work in developing digital English language assessments for children. The nominations, announced in June, place the qualifications among finalists for Best Summative Assessment, Most Innovative Use of Technology, and Best School Digital Assessment/Implementation.

The recognition comes little more than a year after the digital qualifications were introduced. Launched in February 2025, the programme currently includes Pre A1 Starters Digital and A1 Movers Digital, offering children an alternative to the traditional paper-based format through interactive, game-inspired environments designed specifically for younger learners.

Unlike many digital assessment initiatives that simply transfer existing content onto a screen, Cambridge developed the qualifications around an age-appropriate digital experience. Candidates progress through animated fantasy worlds while completing tasks that assess reading, writing, listening and speaking. The qualifications remain aligned with the Common European Framework of Reference for Languages (CEFR) and lead into the wider Cambridge English qualifications pathway.

The award shortlisting recognises more than the technology behind the platform. According to Cambridge English, the project brought together specialists from assessment, product development, technology, commercial operations and customer-facing teams, alongside feedback from schools, teachers and exam centres during development and implementation.

The announcement also arrives as Cambridge prepares to mark 30 years of its Young Learners examinations in 2027. The organisation has confirmed that A2 Flyers Digital is scheduled to launch in 2027, completing the digital version of the full Young Learners qualification suite.

For language schools and preparation centres, the recognition reflects a broader shift in English language assessment. Digital delivery is moving beyond older learners and high-stakes examinations into the primary-age market, where assessment design increasingly focuses on reducing anxiety, improving engagement and creating experiences that are more familiar to digitally native children. These developments are becoming an important consideration for schools deciding how to introduce learners to formal English certification.

The competition itself illustrates how rapidly digital assessment is evolving. The 2026 International e-Assessment Awards attracted a record number of finalists from organisations across Europe, North America, Asia and Australia, with projects spanning school education, higher education, professional certification and workplace assessment. AI-enabled assessment, accessibility and large-scale digital delivery featured prominently across this year’s shortlisted entries.

Since the original announcement, the awards have concluded. Cambridge English received Highly Commended recognition in both the Most Innovative Use of Technology and Best Schools Digital Assessment Programme/Implementation categories, providing further recognition of its work in digital assessment for young learners.

Ofqual Fines Cambridge English £875,000 Over IELTS Marking Failures

The UK qualifications regulator, Ofqual, has fined Cambridge English £875,000 after automated marking errors led to incorrect IELTS results being issued to 62,794 candidates worldwide. The failures affected tests taken between August 2023 and September 2025, including examinations used for university admission, professional registration, and UK visa and immigration applications.

The errors occurred in the computer-marked Listening and Reading components of IELTS. According to Ofqual, a fault in the automated marking system caused 93,865 individual responses to be scored incorrectly across approximately 7.7 million tests taken during the two-year period. Around one third of those errors did not alter candidates’ component or overall scores, but the remaining cases required formal corrections.

Of the candidates whose results changed, 21,717 received a revised overall IELTS band score. Most saw their final score increase, while 1,115 candidates had previously received scores that were too high and later had them reduced. In almost every case, the adjustment amounted to 0.5 of an IELTS band, with only two candidates receiving a full one-band increase.

The regulator said Cambridge English did not identify the problem until September 2025, when updates to its monitoring systems uncovered weaknesses in the automated scoring process. Ofqual concluded that the organisation’s monitoring and error-detection procedures were inadequate, allowing the problem to continue undetected for more than two years.

Particular attention was given to candidates who had taken the Secure English Language Test (SELT) version of IELTS, which is used by UK Visas and Immigration (UKVI). Ofqual confirmed that 1,108 affected candidates had taken the SELT examination. According to the regulator, only four visa cases were directly affected by the incorrect results, and each candidate subsequently met the required standard after retaking the test.

In determining the financial penalty, Ofqual acknowledged Cambridge English’s cooperation during the investigation. The organisation accepted responsibility, entered into a voluntary settlement agreement and agreed not to challenge the regulator’s findings. It also committed to measures designed to prevent similar failures in future.

The regulator also took into account the scale of Cambridge English’s remedial response. According to Ofqual, the organisation has spent more than £6 million correcting results, compensating affected candidates, operating a dedicated 24-hour customer support service, and strengthening its quality assurance and monitoring systems. These actions contributed to a lower financial penalty than might otherwise have been imposed.

For the English language assessment sector, the case serves as a reminder that digital marking systems require the same level of scrutiny as traditional assessment processes. As awarding organisations continue to expand computer-delivered testing, regulators are placing increasing emphasis on system validation, continuous monitoring and the ability to detect errors before results are released. The incident is also likely to reinforce expectations around transparency and rapid corrective action when failures occur in high-stakes international examinations.

UK Updates SELT Guidance as Higher English Standards Take Effect for Key Visa Routes

The UK government has updated its official guidance on Secure English Language Tests (SELTs), reflecting changes to immigration rules that affect thousands of prospective international students, skilled workers and visa applicants during 2026. The revised guidance, published by UK Visas and Immigration on 22 June 2026, sets out the approved tests, providers and language requirements accepted for visa, settlement and citizenship applications.

The guidance confirms that applicants can only satisfy the English language requirement by taking an approved SELT with an authorised provider at an approved test centre, unless they qualify through an alternative route such as an eligible degree taught in English or an exemption under the immigration rules. Test results remain valid for two years from the date they are awarded.

One of the most significant developments this year is the introduction of higher English language requirements for several work visa categories. Since 8 January 2026, new applicants for routes including the Skilled Worker, Scale-up Worker and High Potential Individual visas must demonstrate CEFR B2 proficiency across reading, writing, listening and speaking, replacing the previous B1 standard. Applicants already on these routes before the rule change generally continue under the earlier requirements when extending their permission to stay.

The revised guidance also confirms the current list of Home Office-approved SELT providers. Within the UK, approved providers are Trinity College London, IELTS SELT Consortium, LANGUAGECERT and Pearson. Candidates taking a SELT outside the UK can choose from PSI Services, IELTS SELT Consortium, LANGUAGECERT and Pearson. Only specified test versions delivered under the UKVI framework are accepted for immigration purposes. Standard English language examinations that fall outside the SELT system cannot be used, even if they assess the same language skills.

The guidance also reflects the transition in LANGUAGECERT’s portfolio. Since 6 July 2025, the former four-skills LANGUAGECERT International ESOL SELT has been replaced by LANGUAGECERT Academic SELT and LANGUAGECERT General SELT. Existing ESOL SELT certificates remain valid until their normal two-year expiry period.

For English language assessment providers, the latest update reinforces the importance of offering UKVI-approved qualifications that match specific immigration routes. Different applications require different combinations of language skills. Student and most skilled work visas require assessment of all four language skills, while citizenship, settlement and several family visa routes typically require speaking and listening only. Booking the wrong examination, even with an approved provider, may result in an application being refused.

The Home Office has also maintained its digital verification process. Successful candidates receive a unique SELT reference number, allowing UK Visas and Immigration to verify results electronically without applicants submitting paper certificates as part of their visa application. Identity checks at approved test centres remain an integral part of the system, supporting the security standards that distinguish SELTs from conventional English language examinations.

ELT Excellence Awards 2026 Celebrate Outstanding Achievement in English Language Teaching

The ELT Excellence Awards celebrated their seventh consecutive year, on Friday 26 June, bringing together educators, school owners, publishers and industry leaders to recognise outstanding achievement in English language teaching. This year's programme attracted 88 finalists, representing schools, teachers and organisations from across Greece, Cyprus and Turkey, highlighting the breadth and quality of innovation taking place throughout the profession.

Since their launch during the unprecedented challenges of the Covid-19 pandemic, the ELT Excellence Awards have evolved into one of the region's leading celebrations of educational excellence. What began as an initiative to recognise resilience and innovation has grown into a respected benchmark for outstanding practice across every aspect of English language education.

The awards honour individuals and organisations that demonstrate excellence in teaching, school leadership, student support, innovation, technology, wellbeing, sustainability and professional development. Winners are selected following an independent judging process involving experienced educators and specialists from across the ELT sector.

One of the evening's most significant moments was the presentation of the Honorary Award to Tessy Ojo CBE, Chief Executive of The Diana Award, in recognition of her exceptional contribution to empowering young people through education and leadership. Under her leadership, The Diana Award has expanded its global reach, supporting hundreds of thousands of young people through mentoring, anti-bullying initiatives and youth leadership programmes inspired by the legacy of Diana, Princess of Wales. Her work has helped establish education as a powerful force for social mobility and positive change, making her a fitting recipient of this year's highest distinction.

Among the evening's top honours, Epikinonia School received the prestigious School of the Year award, recognising its sustained commitment to educational quality, innovation and student achievement.

The Educator of the Year award was presented to Dr Xenia Tsolaki Metaxa of Cyprus, whose work has earned widespread recognition for its impact on language education, teacher development and learner success.

The ceremony also celebrated excellence across dozens of specialist categories, recognising initiatives ranging from digital innovation and artificial intelligence to inclusive education, student wellbeing, assessment, community engagement and environmental responsibility. The diversity of this year's winners reflected the changing priorities of modern English language education and the profession's continuing commitment to improving learning experiences for students of all ages.

Now in its seventh year, the ELT Excellence Awards continue to provide a platform for sharing best practice, encouraging innovation and recognising the individuals and organisations that are helping shape the future of English language teaching throughout the region.

The complete list of winners is available at:

https://eltexcellenceawards.gr/past-winners/

Beyond Methods: Why Pedagogical Thinking Shapes Better Language Teaching

By Eirini Lazaridou EL and Greek Teacher

Every lesson begins long before students enter the classroom. Decisions about how to introduce new language, organise pair work, respond to errors or assess understanding may seem routine, yet each reflects a teacher’s underlying beliefs about how learning takes place. Whether consciously or not, teachers bring a personal educational philosophy into every lesson they teach.

This relationship between classroom practice and pedagogical thinking is what transforms teaching from a sequence of activities into a purposeful professional practice. Methods alone do not create meaningful learning. Their effectiveness depends on the thinking that informs when, why and how they are used.

Looking Beyond Classroom Techniques

Pedagogical thinking is the framework that guides instructional decisions. It combines educational theory, professional experience, personal values and ongoing reflection into a coherent approach to teaching.

Teachers make hundreds of decisions every day. They choose whether to explain or elicit, when to intervene in group work, how much support to provide, and how to respond when learners struggle. These choices are rarely accidental. They reflect assumptions about motivation, language acquisition, learner autonomy, assessment and classroom relationships.

Those assumptions continue to evolve throughout a teacher’s career. Initial teacher education provides a starting point, but experience, professional development, research and reflection gradually reshape classroom practice. Effective educators remain open to questioning their own approaches as their understanding of learning develops.

When Practice Reflects Purpose

The connection between pedagogy and practice becomes visible in every aspect of classroom life. Lesson planning, questioning techniques, assessment, classroom management, differentiation and the integration of technology all communicate what a teacher believes about learning.

A classroom where learners are encouraged to ask questions, negotiate meaning and work collaboratively reflects a different educational philosophy from one centred primarily on repetition and teacher-led instruction. Neither approach exists in isolation. Most teachers draw from multiple pedagogical traditions, adapting their methods to suit their learners, objectives and teaching context.

What distinguishes experienced practitioners is not the number of strategies they possess, but their ability to explain why a particular approach is appropriate for a particular group of learners.

From Theory to Everyday Teaching

The link between educational theory and classroom practice becomes clearer when viewed through familiar teaching situations.

An inquiry-based lesson, for example, encourages learners to investigate questions, test ideas and construct understanding for themselves. This approach is rooted in constructivist theories, where learning develops through active engagement rather than passive reception.

Differentiated instruction reflects another pedagogical commitment. By adapting materials, activities or assessment to accommodate different learning profiles, teachers recognise that students do not progress at the same pace or in the same way. The emphasis shifts from treating every learner identically to providing equitable opportunities for success.

Collaborative learning draws on social theories of learning, recognising that interaction plays an important role in developing understanding. Pair work, peer feedback and cooperative tasks allow learners to build knowledge together through discussion, negotiation and shared problem-solving.

In each case, the classroom activity is only one part of the picture. The pedagogical thinking behind it gives the activity its educational purpose.

Reflection as Professional Practice

Teaching improves when educators regularly examine the relationship between what they do and the outcomes they observe.

Reflective practice encourages teachers to ask challenging questions after a lesson. Which activities genuinely supported learning? Which learners remained disengaged? What assumptions influenced instructional choices? Were assessment methods aligned with learning objectives?

These questions help transform everyday classroom experiences into opportunities for professional growth. Reflection also enables teachers to adapt their practice rather than relying on familiar routines simply because they have always worked.

Professional reflection can take many forms, from maintaining a teaching journal and discussing lessons with colleagues to participating in mentoring, lesson observations or continuing professional development.

Navigating the Gap Between Theory and Reality

Connecting pedagogy with classroom practice is not always straightforward. Teachers work within curriculum requirements, assessment pressures, time constraints and institutional expectations that may limit flexibility. Established routines can also make it difficult to experiment with new approaches, even when research suggests alternative methods may better serve learners.

For language teachers, this balance is particularly important. Every class presents different linguistic backgrounds, proficiency levels, motivations and learning preferences. Sound pedagogical thinking allows teachers to adapt without losing sight of their educational goals.

Rather than viewing theory as something separate from daily teaching, successful educators use it as a practical tool for making informed decisions in complex classroom situations.

Teaching with Intention

Effective teaching is not defined by the number of techniques a teacher employs, nor by strict adherence to a single methodology. It is characterised by purposeful decision-making, thoughtful adaptation and an ongoing willingness to reflect on practice.

When classroom actions are grounded in clear pedagogical thinking, teachers become better equipped to respond to learners’ needs, justify their instructional choices and continue developing professionally.

For language educators, this connection between practice and pedagogy is more than an academic concept. It is the foundation of responsive, inclusive and meaningful teaching, enabling every classroom decision to contribute to deeper learning and lasting educational impact.

• Bring electricity, internet, and computers to village schools.

• Build AI tools that speak local languages and dialects.

• Teach educators how to blend AI into their teaching, not replace them.

• Let community schools show the way with models like TCF’s.

• Create clear rules to protect student data and ensure fair access.

The real test will come when a child in rural Sindh types a short story in their language, instantly checks it in Urdu with AI, and then hears it spoken back. If that brings a smile, Pakistan will be on track to lead in language‑friendly education. Every child deserves that spark and this is how we can give it to them.

Meaning and Values in English Language Learning: Shaping the Future Lives of Students

By Dora Sopasoudaki

ELT Teacher, MSc in TEFL

In an increasingly interconnected world, the learning of the English language has moved far beyond grammar rules, vocabulary lists, and exam performance. Today, English Language Teaching plays a crucial role: to help learners construct meaning and develop values that will guide them not only as language users, but as global citizens.

Language is not simply a system of communication—it is a vehicle of meaning. When students learn English, they are not just acquiring linguistic skills; they are engaging with new ways of thinking, interpreting, and expressing their experiences. This process opens the door to empathy, cultural awareness, and critical reflection. Through authentic materials, literature, and real-world communication, learners begin to understand perspectives different from their own, cultivating respect and openmindedness—values that are essential in today’s diverse societies.

Equally important is the role of English in helping students shape their sense of purpose. In many classrooms, language learning is still strongly associated with tests and certifications. While these are important, they should not overshadow the broader aim: empowering students to use English as a tool for personal growth, collaboration, and meaningful participation in the world. When learners see English as a means to express their ideas, pursue their passions, and connect with others globally, their motivation becomes more intrinsic and lasting.

Values such as resilience, responsibility, and autonomy are also deeply connected to the language learning journey. Acquiring a new language requires persistence, the ability to cope with uncertainty, and the courage to make mistakes. These qualities go far beyond the classroom, preparing students for the challenges of their future academic and professional lives. In this sense, ELT becomes a space where life skills are developed together with linguistic competence.

Looking ahead, the future lives of students will be shaped by rapid technological advancements, multicultural interactions, and complex global challenges. English, as a global language, will continue to play a central role in these areas. However, what will truly matter is not just how well students speak the language, but how they use it: to collaborate ethically, to think critically, and to contribute positively to society. Learning to lead a wellbeing life involving a healthy body and mind followed by logic, observation, a ‘feel and think’ attitude, good mannerism, and self control are a value-investment in learners’ life.

Teachers, therefore, are not simply language instructors—they are facilitators of meaning and role models of values. By creating inclusive, student-centered environments, encouraging dialogue, and integrating topics that matter to learners’ lives, educators can help students connect language learning with their personal and future aspirations.

In conclusion, English Language Teaching is not only about teaching a language; it is about shaping individuals. By embedding meaning and values into the learning process, we equip students with more than communicative skills—we prepare them to navigate life with awareness, empathy, and purpose. In doing so, ELT becomes a powerful force in shaping not just competent speakers of English, but thoughtful and responsible citizens of the world.

Below ideas are provided, and real teaching contexts mostly for Intermediate level.

Core Idea: Turning Language into Meaning

“Practice the present perfect”

“Talk about life experiences that shaped who you are” The key principle here is:
Language + Personal relevance + Real-world connection = Meaning

High-Impact Activities

A. Identity & Meaning Activities

1. “This Is Me” Poster / Slide

Task: Students create a poster or digital slide including:

• Values (e.g. honesty, ambition)

• Important life moments

• Future dreams

Language focus: Present simple / present perfect / future forms

Why it works: Builds identity + meaningful communication

2. “Life Decisions” Discussion

Prompt examples: Would you choose money or happiness?

Is success personal or social?

Extension: Students justify answers in pairs or groups.

Values: Critical thinking, respect for different opinions

Empathy & Global Awareness

3. “Walk in Their Shoes” Role Play

Task: Students take roles: Refugee, Entrepreneur,

Environmental activist,

Prompt: “Describe your life and challenges”

Language: Narrative tenses, Modals (must, should)

4. “Same World, Different Perspectives”

Material: Photos or short texts about global issues

Task: Students interpret the situation

Compare viewpoints

Follow-up question: “How would you feel in this situation?”

Future-Oriented Activities

5. “Letter to My Future Self”

Task: Students write a letter to themselves in 10 years.

Include: Goals, Fears, Values,

Optional: Record as a video message

6. “Future Job Interview”

Task: Role-play job interviews

Focus: Skills , Values, Personality

Example question: “What matters more: success or ethics?”

Real Communication Tasks

7. “Podcast Project”

Task: Students create a short podcast:

Topic: something meaningful (mental health, success, social media)

Skills: Speaking, Collaboration, Purpose-driven language use

8. “Class Debate”

Topics: Social media does more harm than good

School should teach happiness

Structure: Teams prepare arguments, Audience votes

A. Materials That Can be Used

A. Visual Materials

Photos showing real-life situations

Infographics (education, environment, society)

Short video clips (1–2 minutes)

Use of visuals to spark emotion + discussion

B. Text Types

Short articles (adapted if needed)

Quotes (very powerful!)

Example quotes:

“Education is not the filling of a pail, but the lighting of a fire.”

“Success is not just what you achieve, but who you become.”

Ask students:

Do you agree? Why?

C. Question Cards

Prepare cards like:

“What makes a good life?”

“What does success mean to you?”

“Can failure be positive?”

Students pick and discuss.

D. Digital Tools students can use:

Padlet -> sharing ideas

Canva-> creating posters

Flip (video responses)

Kahoot

Transforming Textbook Activities

Example Transformation

Typical task: Fill in the blanks with verbs

Students also write sentences about their life

Share with partner , ask follow-up questions Same grammar, but meaningful use

Reflection Activities (Very Important)

At the end of the lesson: One thing I learned. one idea that made me think, one question I still have

“Value Check”

Ask: “What value did we practice today?”

Suggested Reference List

Dörnyei, Z. (2005). The Psychology of the Language Learner. Routledge.

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon.

Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.

Norton, B. (2013). Identity and Language Learning. Multilingual Matters.

Vygotsky, L. (1978). Mind in Society. Harvard University Press.

Council of Europe. (2020). CEFR Companion Volume.

The effects of teacher talk on students’ oral production skill: Tikur Anbessa secondary school in focus

By Endesew Eshetie
Teacher and Coordinator

In today's globalised world, the influence of language on people's day-to-day lives is very great, especially English, as it is widely used as the language of science, education, technology, commerce, and diplomacy internationally. Thus, the teaching of English as a foreign or second language has become increasingly important.

In Ethiopia, the English language currently plays a prominent role in the field of education. It serves as the medium of instruction from Grade 5 in some regions and Grade 7 in others (depending on regional policy) through to higher education. However, poor student competence has always been considered one of the major factors affecting the quality of learning in the country.

Many English teachers from different schools experience frustration due to students' low level of participation in classroom interaction. As an English teacher at the university, the researcher shares the views of many fellow teachers that a significant number of students can hardly understand and follow lessons conducted in English.

The focus of the present study, therefore, was to assess the effects of the teachers’ most commonly used discourse functions on students’ oral production skills.

Objective of the Study

The main objective of this study was to assess the language functions most commonly used by secondary school English teachers and their effects on students’ oral production skills.

Research Design and Methodology

Both qualitative and quantitative methods were employed. Thus, qualitative and quantitative methods were chosen as the research design because these approaches enabled the researcher to answer the research questions posed.

Conclusion

The most frequently used language function was questioning and eliciting. Much of the lesson time was devoted to asking questions, accounting for 58.9%. This shows that the teaching method followed by the teachers was based almost exclusively on the textbook. However, the teachers were found to produce short utterances that required only students' grammatical knowledge.

The least used language function was socialising, accounting for only 3%. The results also showed that 48.3% of the questions were display questions, 30.1% were open versus closed-ended questions, 16.4% were factual versus reasoning questions, and referential questions accounted for 5%.

This prevented students from trying to express their own ideas and was likely to encourage them to repeat facts or pre-formulated language items. However, there were very few instances in which teachers employed referential questions, allowing students to express their feelings and consequently produce much longer and more complete stretches of language.

References

Belen, K. (2012). The Impact of Teacher Talk on Students’ Communicative Skill. Unpublished MA thesis. Addis Ababa University, Addis Ababa.

Chaudron, C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press.

Ellis. (1992). Second Language Acquisition and Language Pedagogy. Great Britain: The Cromwell Press, Melksham.

Hailom, B. (1998). Explorations in the Preparation of Pre-Service EFL Teachers: A Learning-Centered Approach. Unpublished PhD thesis. Addis Ababa University, Addis Ababa.

Chun, M. (2002). Discourse Intonation in L2: From Theory and Research to Practice. University of California, Santa Barbara.

Seime, K. (1999). An Exploration of the Relationship between Uptake and Classroom Questioning: A Case Study. Unpublished PhD thesis. Addis Ababa University, Addis Ababa.

Yoseph, M. (2010). The Classroom Language of Primary School English Teachers in Ethiopia: A Study in Communication Strategies. Unpublished PhD dissertation. Addis Ababa University, Addis Ababa.

Awards Are a Great Marketing Tool for Schools

By Dimitris Spyropoulos

The conclusion of the 7th ELT Excellence Awards offered a timely reminder of something schools sometimes forget: recognition matters. Behind every shortlisted entry was a story of teachers and school leaders investing time, creativity and care into experiences that made a genuine difference to their students. The awards celebrated achievement, but they also highlighted another reality. Outstanding work deserves to be seen.

One lesson emerged repeatedly from this year's finalists. Excellence was rarely defined by the textbook on the desk, the digital platform on the screen or the latest AI application. Those were simply tools. What distinguished the strongest entries was the quality of the connection between teachers and learners. The most successful projects were built around relationships, engagement and purpose, with technology and resources supporting, rather than driving, the learning experience.

Many of the projects recognised this year moved well beyond traditional classroom practice. Teachers designed interdisciplinary activities, community partnerships, authentic communication tasks and highly personalised learning experiences that placed students firmly at the centre of the process. Innovation was evident, but never for its own sake. The strongest projects demonstrated that creativity has value only when it improves learning.

That is precisely why awards matter. They are not a substitute for excellence. They are a way of making excellence visible.

Schools should stop pretending that marketing is a dirty word. If a school is doing meaningful work for children and families, it has a duty to make that work visible. That is where awards matter. They are not a substitute for substance, but they are often the fastest and clearest way to communicate it. In a crowded and emotionally charged school-choice environment, awards give families a shorthand for trust. That is why awards are a powerful marketing tool for schools.

The first reason is simple: parents rely on signals, reputation and in our case examination results! They are asking whether a school appears trustworthy, stable and distinctive. Awards help answer those questions.

That matters because schools offer something that cannot easily be evaluated before enrolment. Families can visit open days, browse websites and read social media posts, yet one question always remains: will this school deliver on its promises? Research by Gerda Gemser, Mark Leenders and Nachoem Wijnberg helps explain why awards influence decision-making. Their work found that awards act as quality signals, with their impact depending largely on credibility and visibility. A respected award does not simply celebrate a school. It helps parents recognise work that is often impossible to judge from a prospectus or a website alone.

For schools, meaningful awards perform three marketing functions simultaneously.

They establish credibility. Any school can describe itself as innovative or student-centred. Independent recognition carries considerably more weight. The U.S. Department of Education's National Blue Ribbon Schools Program recognises schools for exceptional performance or significant progress in closing achievement gaps, while California's Department of Education even provides award recipients with an official Blue Ribbon logo for public use. Such recognition functions as a trusted quality mark.

Awards also generate valuable publicity. The Blue Ribbon programme is accompanied by national announcements and media promotion. International initiatives follow the same principle. Apple describes its Distinguished Schools as centres of educational leadership, while T4 Education promotes the World's Best School Prizes as a global platform for sharing outstanding practice. Every award creates a story that schools can share with parents, alumni, partners and prospective staff.

Recognition also strengthens a school's employer brand. Schools compete for talented teachers just as much as they compete for students. Gallup's research consistently links meaningful recognition with higher employee engagement, loyalty and performance. At a time when teacher recruitment remains difficult, external recognition signals that a school values professional excellence and provides an environment where educators can thrive.

Of course, not every award deserves attention. Awards only work when people believe they represent genuine achievement. Research published by the National Bureau of Economic Research has shown that flawed rating systems can unintentionally steer families towards lower-minority schools rather than better schools. OECD has similarly warned that poorly designed school-choice systems can increase socioeconomic segregation. Awards can create the same problems if they reward marketing budgets, selective admissions or prestige instead of educational impact.

That criticism should not discourage schools from pursuing recognition. It should encourage them to be selective. Schools should seek awards that are transparent, evidence-based and respected within the profession. Recognition should tell families something meaningful: this school develops its students exceptionally well, creates a safe learning environment, embraces innovation with purpose or consistently delivers excellent educational outcomes.

The strongest objection is that schools should focus on teaching rather than collecting trophies. That argument sounds persuasive until we recognise that schools already communicate through websites, open days, inspection reports, parent testimonials and social media. Awards are simply another communication tool, often one that carries greater credibility than anything a school says about itself. The ethical issue is not marketing. It is whether the marketing reflects reality.

Good schools should never chase awards simply to decorate reception walls. They should pursue recognition because it validates work that is already changing students' lives. When an award accurately reflects genuine educational quality, promoting it is not self-congratulation. It is responsible communication.

Parents have always looked for reasons to trust one school over another. A respected award will never replace excellent teaching. It simply makes excellence easier to recognise. For schools that genuinely deserve recognition, that is not marketing excess. It is good communication.