{"id":1713,"date":"2011-06-06T18:03:57","date_gmt":"2011-06-06T17:03:57","guid":{"rendered":"http:\/\/eltchat.com\/?p=1713"},"modified":"2011-06-06T18:03:57","modified_gmt":"2011-06-06T17:03:57","slug":"how-important-is-research-in-elt-should-teachers-be-engaged-in-research-if-possible-eltchat-summary-25052011","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2011\/06\/06\/how-important-is-research-in-elt-should-teachers-be-engaged-in-research-if-possible-eltchat-summary-25052011\/","title":{"rendered":"How important is research in ELT? Should teachers be engaged in research if possible? #ELTchat Summary 25\/05\/2011"},"content":{"rendered":"<h3><em>This summary was contributed by Lesley Cioccas &#8211;\u00a0<a href=\"http:\/\/twitter.com\/cioccas\" target=\"_blank\" rel=\"noopener noreferrer\">@cioccas<\/a> on Twitter &#8211; and is the result of sifting through 72 pages of tweets! Many thanks to Lesley and her hard work on this. This post first appeared on <a href=\"http:\/\/cioccas.blogspot.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Lesley&#8217;s blog<\/a> and is reproduced here with her permission<\/em><\/h3>\n<h3><em><br \/>\n<\/em><\/h3>\n<h1 style=\"text-align: center;\"><a href=\"http:\/\/cioccas.blogspot.com\/2011\/06\/research-in-elt-very-wide-ranging.html\">Research in ELT \u2013 a very wide-ranging #ELTchat<\/a><\/h1>\n<div>\n<p dir=\"ltr\">The topic for the #ELTchat of 25th May 2011, as suggested by @harrisonmike was:<\/p>\n<div dir=\"ltr\">\n<p><strong>How important is research in ELT? Should teachers be engaged in research if possible? If teachers want to do research (academic or action research) where should they start and how can they disseminate their findings well?<\/strong><\/p>\n<p>And @lu_bodeman\u2019s suggestion was added: <strong>Role of note-taking, researching tools in ELT <\/strong><\/p>\n<p>Our moderators were @garymotteram @Marisa_C @rliberni @barbsaka @Shaunwilden<\/p>\n<p>As always, the tweeting was fast and furious, and at the end there were 72 pages of transcript to sort through!\u00a0 After categorising the tweets, I was left with 22 pages, covering:<\/p>\n<\/div>\n<div dir=\"ltr\">\n<ul>\n<li>Is Research important in ELT, why and why not?<\/li>\n<li>Defining research \/ Different types of research<\/li>\n<li>Do EL teachers have a fear of research? Why?<\/li>\n<li>Is research an everyday part of teaching? Are we \u2018doing research\u2019 all the time as part of reflective practice? On-going informal action research?<\/li>\n<li>Teacher action research<\/li>\n<li>Doing research \u2013 trials and tribulations<\/li>\n<li>Formal vs informal Research<\/li>\n<li>Teachers\u2019 access to published Research \u2026and some ideas for distributing results of research<\/li>\n<li>If teachers want to do research (academic or action research) where should they start &#8230;<\/li>\n<li>\u2026and how can they disseminate their findings well?<\/li>\n<li>More on journals<\/li>\n<li>Role of note-taking, researching tools in ELT<\/li>\n<li>Sending research questionnaires online<\/li>\n<li>What kind of research would you be interested in reading?<\/li>\n<li>Journals mentioned<\/li>\n<\/ul>\n<p><strong>Is Research important in ELT, why and why not?<\/strong><br \/>\n@garymotteram lamented: The fact that we have to ask this question at all seems to me to be symptomatic of a lack of interest in the idea that research is important. Other disciplines don&#8217;t question the need for research in the way that we do in teaching.Participants felt that research is important because it<\/p>\n<\/div>\n<ul>\n<li>makes ELT professional and accountable;<\/li>\n<li>gives us insight into how students learn;<\/li>\n<li>helps teachers explore opportunities and solutions to issues in classroom context;<\/li>\n<li>feeds into classroom practice;<\/li>\n<li>helps teachers keep up-to-date;<\/li>\n<li>keeps teachers motivated and interested; and,<\/li>\n<li>allows teachers to see their work in a new way.<\/li>\n<\/ul>\n<p>But there was a feeling that formal research is, or borders on being, or is becoming:<\/p>\n<ul>\n<li>out-dated<\/li>\n<li>inaccessible<\/li>\n<li>not worth the time<\/li>\n<\/ul>\n<p><strong>Different types of research \/ Defining research<\/strong><br \/>\nIn case you\u2019re wondering what type of research was being discussed, throughout the chat there was quite a bit of confusion about how we were defining research, and the definitions changed and were different in different threads.\u00a0 Overall, an awful lot was covered under the heading of \u2018research\u2019!\u00a0 These &#8216;types&#8217;of research were mentioned:<\/p>\n<ul>\n<li>quantative vs. qualitative<\/li>\n<li>formal vs informal<\/li>\n<li>action research vs reflective practice<\/li>\n<li>subjective \/ objective<\/li>\n<li>anecdotal \/ factual<\/li>\n<li>class research and class trialling<\/li>\n<\/ul>\n<p>Some of these distinctions were discussed in depth, but there was no overall discussion or agreement about what \u2018research in ELT\u2019 was.<\/p>\n<p><strong>Fear of research?<\/strong><br \/>\nWhen @Marisa_C brought up the issue of many teachers being afraid of research, issues discussed included:<\/p>\n<ul>\n<li>research reeks of academia and teachers are not interested in reading it<\/li>\n<li>academia partly to blame as much is unreadable<\/li>\n<\/ul>\n<p>@marekandrews commented that much ELT research is written in a way which is inaccessible to practising teachers and is too much research on than research with&#8221;.\u00a0 And @rliberni reminded us that the academic stuff forms a bedrock from which other ideas and methodologies flow, and it&#8217;s important to keep current. But there was reasonable consensus that we need better, stronger bridges between academia and the classroom teacher, including:<\/p>\n<ul>\n<li>Relevant, real world research.<\/li>\n<li>Strong links between theory and classroom practice.<\/li>\n<li>Readable and accessible reporting on research.<\/li>\n<\/ul>\n<p>@garymotteram was concerned at the perception of academia reeking, but offered himself up as a bridge!<\/p>\n<p>There were a few side conversations throughout the hour on:<br \/>\n<strong>Is research an everyday part of teaching? Are we \u2018doing research\u2019 all the time as part of reflective practice? On-going informal action research?<\/strong><br \/>\nThe idea of teachers as researchers every time they teach, :<\/p>\n<ul>\n<li>investigating what works, what doesn&#8217;t, how to improve things;<\/li>\n<li>learning from what happens in the classroom;<\/li>\n<li>gathering info, reflecting and acting upon it<\/li>\n<\/ul>\n<p><strong>BUT, is this reflective teaching or is this action research?<\/strong><\/p>\n<p>@Imadruid @JoHart @Marisa_C and @alhen_ shared a conversation on this sub-topic, discussing the difference. The outcome appeared to be that, while reflective practice is often published and may be both validated and systematic, it&#8217;s not a defining characteristic of reflective practice. But it is of action research.<\/p>\n<p>@Marisa_C and @rliberni agreed that it is important that teacher research feed into more organised research<\/p>\n<p>@garymotteram Not doing research doesn&#8217;t make you a bad teacher, but doing research makes you a better one<\/p>\n<p>I think perhaps @cherrymp\u2019s question \u201cso what makes it researching is the documenting and reporting part?\u201d summarises a lot of participants\u2019 thinking on this, and @hartle added \u201c\u2026\u00a0 and reflecting.\u201d \u201cReflection is key, I think. If you can report ideas and exchange even better&#8230; but no reflection means bad teaching.\u201d<br \/>\n@cherrymp when you research you are putting your practice under the scanner &#8211; questioning it<\/p>\n<p>@harrisonmike asked:\u00a0 Is blogging a form of (self) research?<\/p>\n<p><strong>Teacher action research<\/strong><br \/>\n@Shaunwilden made us all envious, reporting that, &#8220;We used to encourage teachers to do action research projects with classes and report back&#8221;. Those who followed this thread felt that sharing the results, talking it through with colleagues was beneficial.\u00a0 Blogging as a way to share was mentioned.<\/p>\n<p>@sandymillin posed two questions: What&#8217;s the best way to go about action research in your classes without uni as a push?, and, So how do you progress from just reflective teaching to action research (without doing an expensive course)? drawing these tips:<\/p>\n<ul>\n<li>Try something new but document and record, especially student response\/outcomes. @JoHart<\/li>\n<li>Identify an issue and possible solution, test it, collect data and draw your conclusions @DaveDodgson<\/li>\n<li>Need to carefully document and revise the tools and methodology, if needed, as you progress @cherrymp<\/li>\n<\/ul>\n<p>As for <em>How can you motivate Ts to do reseach if they&#8217;re not on a course<\/em>? it was suggested that you could\u00a0 give their research more visibility<\/p>\n<p>Another thread was <strong>Doing research \u2013 trials and tribulations <\/strong><br \/>\nThe main problems seemed to be:<\/p>\n<ul>\n<li>Time<\/li>\n<li>Support<\/li>\n<li>Motivation<\/li>\n<li>Cost<\/li>\n<\/ul>\n<p>@esolcourses had a question for those who do engage in formal research&#8230; Do you do it mainly because you want to, or because you have to\/it&#8217;s expected?<\/p>\n<p>@garymotteram felt that <strong>research needs to be built into the fabric of what you do<\/strong>, so it becomes part of our everyday activity.\u00a0 @JoHart suggested that we need to reflect, review and record to build in research, and<br \/>\n@Rogers_Suzanne addded that research needs to be modelled and practiced. @dreadnought001 reminded us of\u00a0 the ultimate irony, that to do substantive research (MA\/Phd), you really have to leave the classroom!!<\/p>\n<p>Another thread grew out of this, <strong>formal vs informal research<\/strong>\u2026<br \/>\n@garymotteram wasn\u2019t sure that \u2018formal vs informal\u2019 is a useful distinction, felt that we probably mean \u2018funded vs non-funded\u2019, then @cioccas added, or \u2018assessed vs non-assessed\u2019?<\/p>\n<p>@esolcourses identified another problem with formal research (particularly when it involves tech), that<strong> things change so rapidly<\/strong>.\u00a0 @DaveDodgson weighed in to point out that, since we&#8217;re always told &#8220;it&#8217;s not the tool&#8230;&#8221;, older research on tech can still be relevant. And @rliberni reminded that research in some areas, eg, language acquisition, has been on-going for a long time and much will still be relevant. @esolcourses agreed, this may &#8220;still&#8221; be relevant, but cautioned that we shouldn&#8217;t assume it is. Newer pedagogies may have since emerged.<\/p>\n<p>@ddeubel was concerned with<strong> &#8220;teacher&#8221; bias<\/strong>, finding it the most problematic aspect of research. esolcourses agreed, adding that all research is subjective, as did @cherrymp, commenting that all research is in a way biased or filtered, plus looked and acted upon from a particular theoretical framework.<\/p>\n<p>@DaveDodgson noted another problem with academic research is filtering it down to the classroom and the common refrain <strong>&#8216;that would never work in my class&#8217;!<\/strong> @pjgallantry felt that one problem of &#8216;academia&#8217; can be that it deals with ideal class environments, and @hartle noted that many academic researchers are not classroom teachers.\u00a0\u00a0 @DaveDodgson added that when classroom teachers do research, they lack the academic background to share their results.\u00a0 @garymotteram felt that if we look at case studies of what other teachers do then there is less of a problem with the issue of &#8216;it won&#8217;t work for me.&#8217; @ozsolmaz agreed and added that sometimes wrong sampling may cause &#8216;interesting&#8217; results since all population should be properly represented. @garymotteram pointed out that drug trials are still only cases studies, even if they involve 1000s. All research is in the end a single case, so we build on case law, as it were.<\/p>\n<p><strong>Validity and reliability<\/strong><br \/>\n@Marisa_C posed the question: When can research be considered to have some reliable and valid results?\u00a0 Is that possible in teaching? prompting these responses:<\/p>\n<ul>\n<li>@hartle It&#8217;s difficult to have valid results that can apply to all learners but it&#8217;s important to have valid questions<\/li>\n<li>@ozsolmaz Proper sampling of population, a suitable research method and correct analysis of the data will increase reliability and validity<\/li>\n<li>@JoHart felt that validity and reliability through a sufficient sample and repeatability was \u2018easier\u2019 in quantitative studies, or that the use of statistics placed a higher value on this.<\/li>\n<li>@ddeubel pointed out that qualitative research and ethnography also allow for statistical analysis and repeatability.<\/li>\n<\/ul>\n<p>An unanswered question was @pjgallantry\u2019s <em>How does one do objective analysis of student performance\/improvement in ELT\/languages?<\/em> Or <em>How can one compare &#8216;success&#8217; of one methodology\/approach over another? <\/em><\/p>\n<p><strong>So, if teachers want to do research (academic or action research) where should they start?<\/strong><\/p>\n<ul>\n<li>You need to have a valid research question or a problem.<\/li>\n<li>Best place to start is in the classroom.<\/li>\n<li>Background reading and discussion helps too.<\/li>\n<li>Reading should be dictated by the issue(s) from your classroom that you choose to focus on.<\/li>\n<\/ul>\n<p>Another unanswered question: What sort of questions and methodologies do you suggest for language teachers?<\/p>\n<p>When doing (action) research, how do you go about collecting data?<\/p>\n<ul>\n<li>surveys<\/li>\n<li>survey for quantitative data and interview for qualitative data (mixed-methods research)<\/li>\n<li>prefer the use of journals and portfolios to questionnaires, the answers on questionnaires depend on so many variables Plus questionnaires are more likely to &#8216;direct&#8217; the respondents to particular answers<\/li>\n<\/ul>\n<p>@barbsaka let us know that The Japan Association for Language Teaching (JALT) offers small <strong>grants for teachers who want to conduct research<\/strong> to encourage classroom teachers &#8211; <a href=\"http:\/\/jalt.org\/researchgrants\">http:\/\/jalt.org\/researchgrants<\/a> .\u00a0 She also shared that #JALT members interested in research (and collaboration) have created a group to support each other: <a href=\"http:\/\/mashcollaboration.com\/\">http:\/\/mashcollaboration.com\/<\/a><\/p>\n<p>Joining a professional organisation like IATEFL or JALT can help get you started with research and you can meet like-minded people. Conferences like IATEFL are also good places to share action based research and publish the papers afterwards.<\/p>\n<p><strong>\u2026and how can they disseminate their findings well?<\/strong><br \/>\nThere was general\u00a0 consensus that #ELTchat was a great way to disseminate findings! @Marisa_C: suggested we can start our own page for publishing teacher research which drew lots of support and suggestions it could be used also for cooperative research.\u00a0 Another suggestion was a wiki on possible research topics\/questions.<\/p>\n<p>In the time I\u2019ve been on Twitter and following #ELTchat I\u2019ve seen that it can be used as a way of sharing our own research, asking for suggestions for research topics, finding gaps in the research literature, for finding participants in surveys,etc.<\/p>\n<p>There was general consensus on the<strong> importance of sharing results of research<\/strong><br \/>\n\u2026even if the research isn\u2019t \u2018successful, after all reflecting on why something &#8216;failed&#8217; is often as useful as reporting on success<\/p>\n<p><strong>Journals <\/strong><br \/>\nThere was also a discussion on the lag time to publish in research journals, that they take a long time to reply to authors and to publish.\u00a0 Chatters thought that this could be attributed to the volume of submissions and the fact that reviewers\/editors, etc probably have several other jobs and projects as well. Another comment re journal reviewers was about the varying opinions.<br \/>\nSomeone commented that many journals are still based on a highly &#8220;academic&#8221; research paradigm, though @garymotteram said that most of the journals he read include articles that involve teachers report their research, few are highly academic.<\/p>\n<p>Check the list of journals at the end of the summary for some of the suggestions of where to publish.<\/p>\n<p>@esolcourses felt that many teacher development books these days (such as DELTA series) are much more readable\/accessible.<\/p>\n<p><strong>Blogs<\/strong><br \/>\n@JoHart asked \u201cDo we need to &#8220;publish&#8221;? We blog, we present, we share \u2013 the only reason to publish is if we need for qualifications.\u00a0 And @seburnt added that With all the blogs now, I pay little attention to journals anymore.<\/p>\n<p>While it was acknowledged that blogs are a good way to share classroom research, there was concern that\u00a0\u00a0\u00a0 blogs aren&#8217;t peer-reviewed.\u00a0 @CoffeeAddictMe pointed out that teachers&#8217; peers read them and comment, though @seburnt wasn&#8217;t sure that would qualify them as scholarly advice.\u00a0 \ud83d\ude09<\/p>\n<p><strong>Teachers\u2019 access to published Research results<\/strong> formed another major sub-topic, started off by @barbsaka\u2019s comment that even if teachers don&#8217;t have means to conduct research, we all benefit from it.\u00a0 She lamented that access is often limited if teachers aren&#8217;t at university.<\/p>\n<p>Some participants felt that there was sufficient research available in free, open access journals on the Web, while others were frustrated with not having access to all the research they wanted because it is tied up in pay-for-access publications and they weren\u2019t affiliated with a university.<\/p>\n<p>@cioccas brought up an issue of access in Australia where\u00a0 there is a ranking system for journals, which sways decisions about where to publish, at least for academics.<\/p>\n<ul>\n<li>Australian journal ranking list &#8211; <a href=\"http:\/\/www.arc.gov.au\/era\/era_journal_list.htm\">http:\/\/www.arc.gov.au\/era\/era_journal_list.htm<\/a><\/li>\n<li>For those interested, here is some commentary on this list: <a href=\"http:\/\/www.abc.net.au\/rn\/nationalinterest\/stories\/2011\/3193055.htm\">http:\/\/www.abc.net.au\/rn\/nationalinterest\/stories\/2011\/3193055.htm<\/a> and <a href=\"http:\/\/www.abc.net.au\/rn\/counterpoint\/stories\/2011\/3192951.htm\">http:\/\/www.abc.net.au\/rn\/counterpoint\/stories\/2011\/3192951.htm<\/a><\/li>\n<li>[Since the chat, it seems that the journal ranking system has been dropped:\u00a0 <a href=\"http:\/\/www.theaustralian.com.au\/higher-education\/end-of-an-era-journal-rankings-dropped\/story-e6frgcjx-1226065864847\">http:\/\/www.theaustralian.com.au\/higher-education\/end-of-an-era-journal-rankings-dropped\/story-e6frgcjx-1226065864847<\/a> ]<\/li>\n<\/ul>\n<p><strong>\u2026and some ideas for distributing results of research amongst our colleagues\u2026<\/strong><br \/>\n@ozsolmaz we have a small blog for our department where some important (and free access) links are shared there. Great for students.<\/p>\n<p>The sub-topic of <strong>Role of note-taking, researching tools in ELT <\/strong>wasn\u2019t heavily subscribed, probably because everyone was passionately discussing all the other threads.<br \/>\n@garymotteram wasn\u2019t sure you should worry about tools until you have thought about questions and methodologies. Tools come later.\u00a0 However, @cherrymp offered up a couple of tips:<\/p>\n<ul>\n<li>Google Scholar <a href=\"http:\/\/scholar.google.com.au\/\">http:\/\/scholar.google.com.au\/<\/a> is a good research tool to get things organised<\/li>\n<li>Linguistics Abstracts Online <a href=\"http:\/\/www.linguisticsabstracts.com\/\">http:\/\/www.linguisticsabstracts.com<\/a>\/ as a research tool, but needs membership.<\/li>\n<\/ul>\n<p><strong>Suggested tools for sending research questionnaires online:<\/strong><br \/>\n\u2022\u00a0\u00a0\u00a0 Google Docs <a href=\"http:\/\/docs.google.com\/\">http:\/\/docs.google.com<\/a> can do polls for you<br \/>\n\u2022\u00a0\u00a0\u00a0 Survey Monkey <a href=\"http:\/\/www.surveymonkey.com\/\">http:\/\/www.surveymonkey.com<\/a>\/<\/p>\n<p><strong>And what kind of research do #ELTchatters want to read? <\/strong><br \/>\nResearch where teachers can see a direct classroom application, that could improve everyday classroom reality.<\/p>\n<p><strong>Journals mentioned:<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/www.etprofessional.com\/\">English TeachingProfessional<\/a><\/li>\n<li><a href=\"http:\/\/iteslj.org\/\">The Internet TESL Journal<\/a><\/li>\n<li><a href=\"http:\/\/llt.msu.edu\/\">Language Learning and Technology<\/a><\/li>\n<li><a href=\"http:\/\/www.ascilite.org.au\/ajet\/ajet.html\">AJET: Australasian Journal of Educational Technology<\/a> (not ELT, but contains articles on ELT)<\/li>\n<li><a href=\"http:\/\/eltj.oxfordjournals.org\/\">ELTJournal<\/a><\/li>\n<li><a href=\"http:\/\/www.onlinemet.com\/\">Modern English Teacher<\/a> (recommended as serious, but not too academic)<\/li>\n<li><a href=\"http:\/\/www.tandf.co.uk\/journals\/titles\/09588221.asp\">CALL<\/a><\/li>\n<li><a href=\"http:\/\/www.eurocall-languages.org\/recall\/\">ReCALL<\/a><\/li>\n<li><a href=\"http:\/\/www.tojet.net\/\">The Turkish Online Journal of Educational Technology<\/a> (many cases of technology and language learning from Turkey)<\/li>\n<li><a href=\"http:\/\/e-flt.nus.edu.sg\/main.htm\">e-FLT: Electronic Journal of Foreign Language Teaching<\/a> (this one didn\u2019t come up in the chat, I added it because I don\u2019t think many EL Teachers know about it)<\/li>\n<\/ul>\n<p>And a couple of excellent lists of journals:<\/p>\n<ul>\n<li><a href=\"http:\/\/www.talktotheclouds.com\/resources\/list-of-free-journals\/\">http:\/\/www.talktotheclouds.com\/resources\/list-of-free-journals\/<\/a><br \/>\n(via @DaveDodgson &#8211; all of these journals are openly accessible online)<\/li>\n<li><a href=\"http:\/\/www.celt.edu.gr\/Journals_online.htm\">http:\/\/www.celt.edu.gr\/Journals_online.htm<\/a><br \/>\n(though @ Marisa_C warned that she is changing her website structure soon so it will be moved )<\/li>\n<\/ul>\n<p><strong>Other resources:<\/strong><br \/>\n<a href=\"http:\/\/cybraryman.com\/research.html%20\">@cybraryman1\u2018s Research page<\/a><\/p>\n<p>And, of course, there\u2019s <a href=\"https:\/\/twitter.com\/#%21\/search\/%23ELTchat\">#ELTchat<\/a> on Twitter or <a href=\"http:\/\/eltchat.com\/\">eltchat.com<\/a> &#8211; as@rliberni says, <em>I&#8217;ve learned a lot just here about thinking on grammar, dogme, methodology etc.<\/em><br \/>\n<em> <\/em><br \/>\nIf this discussion was anything to go by, I think this is a subject that we&#8217;ll be revisiting again and again in #ELTchat.\u00a0 There were many aspects participants wanted to delve deeper into and many unasnwered questions in this chat.<\/p>\n<p>Finally, my apologies if I\u2019ve left out any comments which might have been key to some of these discussions.\u00a0 I started this summary with 22 pages, and couldn\u2019t include everything.\u00a0 I may have got some comments out of context or in the wrong thread, for that I also apologise.\u00a0 This is my first summary and, while I found it fascinating trying to sort through the transcript and catch up on lots of the chat I\u2019d missed, I was very pushed for time.\u00a0 Fortunately, it\u2019s all in the <strong><a href=\"http:\/\/eltchat.pbworks.com\/w\/page\/40615283\/How-important-is-research-in-ELT\">transcript<\/a><\/strong>, if you want to try to follow all of the discussion.<\/p>\n<\/div>\n<h3 style=\"text-align: right;\"><em>by <\/em><em><a href=\"http:\/\/cioccas.blogspot.com\/\" target=\"_blank\" rel=\"noopener noreferrer\">Lesley Cioccas<\/a><\/em><\/h3>\n<h3 style=\"text-align: right;\"><em><a href=\"http:\/\/twitter.com\/cioccas\" target=\"_blank\" rel=\"noopener noreferrer\">@cioccas<\/a> <\/em><\/h3>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This summary was contributed by Lesley Cioccas &#8211;\u00a0@cioccas on Twitter &#8211; and is the result of sifting through 72 pages of tweets! Many thanks to Lesley and her hard work on this. This post first appeared on Lesley&#8217;s blog and is reproduced here with her permission Research in ELT \u2013 a very wide-ranging #ELTchat The&hellip; <br \/> <a class=\"read-more\" href=\"https:\/\/eltchat.org\/index.php\/2011\/06\/06\/how-important-is-research-in-elt-should-teachers-be-engaged-in-research-if-possible-eltchat-summary-25052011\/\">Read more<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-1713","post","type-post","status-publish","format-standard","hentry","category-summary"],"_links":{"self":[{"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/posts\/1713","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/comments?post=1713"}],"version-history":[{"count":0,"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/posts\/1713\/revisions"}],"wp:attachment":[{"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/media?parent=1713"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/categories?post=1713"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eltchat.org\/index.php\/wp-json\/wp\/v2\/tags?post=1713"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}