My classroom practice and language teaching pedagogy are informed by my own research, a wide range of research in second language acquisition, and my accumulated teaching experience. The key features of my teaching practice are summarized below.
3. ELF-informed pedagogy
I apply English-as-a-Lingua-Franca (ELF)-informed pedagogy in practical ways, with a central focus on shifting students’ attention from native-like accuracy to interaction and communicative competence. To support this, I provide a wide range of communicative tasks in which the primary goal is successful communication. For example, I use information-gap tasks that encourage students to use their own linguistic resources to negotiate meaning and complete the task. I also incorporate ELF perspectives into assessment by placing emphasis on communication, interaction, and engagement, rather than imitation of native speakers.
4. Emphasis on the psychology of language learning
I place strong value on the psychology of language learning, alongside practical teaching methods. More specifically, I pay close attention to students’ emotions, self-concept, motivation, and engagement, and consider how these factors shape their learning experiences. For example, I create opportunities for students to recognize their own unique strengths, experience pride through effort, and develop a more positive sense of competence. I also aim to reduce boredom by adjusting task difficulty and complexity, and to enhance engagement by giving students autonomy and meaningful opportunities to contribute to classroom activities.
