Simon Borg
Biographic Data
| ID | 5997695 |
|---|---|
| NAME | Simon Borg |
| GIVEN NAMES | Simon |
| FAMILY NAME | Borg |
| SIGNATURE | BORG S |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0003-2827-142X |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 176 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Student teachers’ reactions to formative teacher and peer feedback
Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Against this backdrop, the current study investigates students’ reactions to a specific intervention which aimed, using research-informed strategies, to promote teacher and peer formative feedback with two groups of students at a teacher education institutio…
Passive barriers for improved air quality in pedestrian zones at adult and child breathing height
Pedestrians are increasingly affected by air pollution, primarily due to vehicular emissions in densely populated areas. This issue motivates the exploration of passive solutions to improve air quality in pedestrian zones at heights relevant to adults and children. Existing literature indicates a significant gap in understanding the effectiveness of low lying barrier configurations in mitigating pollutant concentrations within pedestrian zones. T…
The Impact of an In-Service Course on Primary School English Teachers: Case studies of Change
The national 'Competence for Quality' in-service programme in Norway aims to enhance the subject knowledge and instructional competences of primary and secondary school teachers across subjects. The programme is evaluated annually through a teacher survey which, however, does not capture in depth how the programme impacts on participants. This study tracked four primary school teachers of English over 26 months and found that the in-service cours…
Teacher Cognition and Language Teaching
This entry provides a broad introduction to language teacher cognition, which is a field of study concerned with understanding all facets of the nonobservable dimension of teaching, such as teachers' beliefs, knowledge, attitudes, feelings, and decision‐making. This domain of research is also concerned with the origins and development of teacher cognition and about its relationship with how teachers develop and what they do in the classroom. Afte…
Years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives
Video–based observation in impact evaluation
This paper reviews the literature on the use of video-based observation (VBO) with particular attention to monitoring and evaluation (M&E) on development projects. While the use of video both as a research tool and as a strategy for supporting professional development is well-documented across several disciplines, the extent to which VBO has been utilized in M&E contexts is less clearly defined. In order to provide theoretically-grounded recommen…
Having an EfECT: Professional development for teacher educators in Myanmar
Highlights\n\n• National two-year project to develop teacher educator competence in Myanmar.\n\n• English language, teaching knowledge, confidence, teaching and reflective skills targeted.\n\n• Several baseline and exit measures collected from 1647 teacher educators.\n\n• Impact of the project on teacher educator competence was varied but overall positive.\n\n• Project's evaluation tools critically examined
Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations
Chinese College English Teachers' Research Engagement
This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they were expected to be research‐active, their reported levels of reading and doing research were moderate. …
University teacher educators’ research engagement: Perspectives from Saudi Arabia
The impact of in-service teacher education on language teachers’ beliefs
Language teacher research engagement
The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical ac…
English Language Teachers' Conceptions of Research
This article examines the conceptions of research held by 505 teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’ views on what research is and how often they read and do it (and why or why not in each case). An understanding of these issues is central to the development of informed policies for promoting teacher research engagem…
Exploring tensions between teachers’ grammar teaching beliefs and practices
Intentions and realities in implementing communicative curriculum reform
Integrating Grammar in Adult Tesol Classrooms
This paper examines the beliefs and practices about the integration of grammar and skills teaching reported by 176 English language teachers from 18 countries. Teachers completed a questionnaire which elicited beliefs about grammar teaching generally as well as specific beliefs and reported practices about the integration of grammar and skills teaching. Teachers expressed strong beliefs in the need to avoid teaching grammar in isolation and repor…
Iatefl research publications
IATEFL is the International Association of Teachers of English as a Foreign Language ( www.iatefl.org ). This report outlines research papers which have appeared in recent IATEFL publications. Four publications are discussed in turn. Three of these were published by the IATEFL Research Special Interest Group (SIG), while the fourth was published by the Young Learners SIG. The range of research reported here reflects the international nature of IA…
The distinctive characteristics of foreign language teachers
This paper aims to extend our understanding of what it means to be a language teacher by examining ways in which language teachers are seen to be different to teachers of other subjects. Language teachers’ distinctiveness was defined by over 200 practising and prospective language teachers from a range of contexts, and the analysis also included the opinions of specialists in mathematics, history, science and chemistry on the extent to which char…
Research engagement in English language teaching
Teacher Cognition in Grammar Teaching: A Literature Review
This paper reviews studies of teacher cognition in relation to the teaching of grammar in first, second, and foreign language classrooms. Teacher cognition encompasses a range of psychological constructs and these are reflected in the research reviewed here. Thus, in turn, I discuss studies of teachers' declarative knowledge about grammar, of their beliefs about teaching grammar, and of their knowledge as expressed through their grammar teaching …
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with refere…
The use of grammatical terminology in the second language classroom: A quality study of teachers' practices and cognitions
Although much has been written about the role of grammatical terminology in the second language (L2) classroom, empirical studies of this facet of L2 teaching are lacking. This paper addresses this issue by describing the use of terminology in the practices of four L2 teachers and discussing the motivations for the teachers' decisions regarding this aspect of their work. The research data base consisted of audio recordings of teachers' lessons an…
Studying teacher cognition in second language grammar teaching
Talking About Grammar in the Foreign Language Classroom
Meta talk - defined here as explicit talk about grammar - is a facet of foreign language (FL) teaching which has not attracted much research interest over the years. Prompted by this gap in our understanding of FL instruction, I undertook a study of the role of meta talk in the classroom practice of two teachers of English as a foreign language. The research provided both descriptive data about the initiation, development, and outcomes of meta ta…
Teachers' Pedagogical Systems and Grammar Teaching: A Qualitative Study
Despite the centrality of grammar in L2 research and methodology over the years, the cognitive bases of teachers' instructional decisions in grammar teaching are relatively unexplored. This interpretive study focuses on this issue by analysing the teaching of grammar in an L2 classroom from the perspective of the personal pedagogical systems—stores of beliefs, knowledge, theories, assumptions, and attitudes—that play a significant role in shaping…
Exploring tensions between teachers’ grammar teaching beliefs and practices
The impact of in-service teacher education on language teachers’ beliefs
Language teacher research engagement
The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical ac…
Intentions and realities in implementing communicative curriculum reform
Chinese College English Teachers' Research Engagement
This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they were expected to be research‐active, their reported levels of reading and doing research were moderate. …
Research engagement in English language teaching
Studying teacher cognition in second language grammar teaching
Teachers' Pedagogical Systems and Grammar Teaching: A Qualitative Study
Despite the centrality of grammar in L2 research and methodology over the years, the cognitive bases of teachers' instructional decisions in grammar teaching are relatively unexplored. This interpretive study focuses on this issue by analysing the teaching of grammar in an L2 classroom from the perspective of the personal pedagogical systems—stores of beliefs, knowledge, theories, assumptions, and attitudes—that play a significant role in shaping…
Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations
University teacher educators’ research engagement: Perspectives from Saudi Arabia
Language awareness as methodology: Implications for teachers and teacher training
This paper focuses on language awareness (LA) as a methodology in foreign language teaching and analyses its implications for teachers and teacher training. An outline of the characteristics of LA as methodology, derived from the work of Wright & Bolitho (1993), is first given, and the demands which this methodology makes on language teachers is then discussed. It is shown that LA as methodology presumes not only linguistic awareness on the part …
Language pedagogy and linguistics
This paper reviews issues presented in an earlier article of mine on the potential of language awareness (LA) as a methodology in foreign language teaching and teacher training (Borg, 1994) and attempts to clarify the relationship between LA in this sense and the theoretical study of linguistics. Prompted by the claim that LA, as I discussed it, is inherently inconsistent (Rastall, this issue), I reaffirm that this approach to developing an aware…
Talking About Grammar in the Foreign Language Classroom
Meta talk - defined here as explicit talk about grammar - is a facet of foreign language (FL) teaching which has not attracted much research interest over the years. Prompted by this gap in our understanding of FL instruction, I undertook a study of the role of meta talk in the classroom practice of two teachers of English as a foreign language. The research provided both descriptive data about the initiation, development, and outcomes of meta ta…
Teachers' Pedagogical Systems and Grammar Teaching: A Qualitative Study
Despite the centrality of grammar in L2 research and methodology over the years, the cognitive bases of teachers' instructional decisions in grammar teaching are relatively unexplored. This interpretive study focuses on this issue by analysing the teaching of grammar in an L2 classroom from the perspective of the personal pedagogical systems—stores of beliefs, knowledge, theories, assumptions, and attitudes—that play a significant role in shaping…
The use of grammatical terminology in the second language classroom: A quality study of teachers' practices and cognitions
Although much has been written about the role of grammatical terminology in the second language (L2) classroom, empirical studies of this facet of L2 teaching are lacking. This paper addresses this issue by describing the use of terminology in the practices of four L2 teachers and discussing the motivations for the teachers' decisions regarding this aspect of their work. The research data base consisted of audio recordings of teachers' lessons an…
Studying teacher cognition in second language grammar teaching
Teacher Cognition in Grammar Teaching: A Literature Review
This paper reviews studies of teacher cognition in relation to the teaching of grammar in first, second, and foreign language classrooms. Teacher cognition encompasses a range of psychological constructs and these are reflected in the research reviewed here. Thus, in turn, I discuss studies of teachers' declarative knowledge about grammar, of their beliefs about teaching grammar, and of their knowledge as expressed through their grammar teaching …
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with refere…
The distinctive characteristics of foreign language teachers
This paper aims to extend our understanding of what it means to be a language teacher by examining ways in which language teachers are seen to be different to teachers of other subjects. Language teachers’ distinctiveness was defined by over 200 practising and prospective language teachers from a range of contexts, and the analysis also included the opinions of specialists in mathematics, history, science and chemistry on the extent to which char…
Research engagement in English language teaching
Integrating Grammar in Adult Tesol Classrooms
This paper examines the beliefs and practices about the integration of grammar and skills teaching reported by 176 English language teachers from 18 countries. Teachers completed a questionnaire which elicited beliefs about grammar teaching generally as well as specific beliefs and reported practices about the integration of grammar and skills teaching. Teachers expressed strong beliefs in the need to avoid teaching grammar in isolation and repor…
Iatefl research publications
IATEFL is the International Association of Teachers of English as a Foreign Language ( www.iatefl.org ). This report outlines research papers which have appeared in recent IATEFL publications. Four publications are discussed in turn. Three of these were published by the IATEFL Research Special Interest Group (SIG), while the fourth was published by the Young Learners SIG. The range of research reported here reflects the international nature of IA…
English Language Teachers' Conceptions of Research
This article examines the conceptions of research held by 505 teachers of English from 13 countries around the world. Questionnaire responses supplemented by follow-up written and interview data were analyzed to understand teachers’ views on what research is and how often they read and do it (and why or why not in each case). An understanding of these issues is central to the development of informed policies for promoting teacher research engagem…
Exploring tensions between teachers’ grammar teaching beliefs and practices
Intentions and realities in implementing communicative curriculum reform
Language teacher research engagement
The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical ac…
University teacher educators’ research engagement: Perspectives from Saudi Arabia
The impact of in-service teacher education on language teachers’ beliefs
Chinese College English Teachers' Research Engagement
This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they were expected to be research‐active, their reported levels of reading and doing research were moderate. …
Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations
Having an EfECT: Professional development for teacher educators in Myanmar
Highlights\n\n• National two-year project to develop teacher educator competence in Myanmar.\n\n• English language, teaching knowledge, confidence, teaching and reflective skills targeted.\n\n• Several baseline and exit measures collected from 1647 teacher educators.\n\n• Impact of the project on teacher educator competence was varied but overall positive.\n\n• Project's evaluation tools critically examined
Video–based observation in impact evaluation
This paper reviews the literature on the use of video-based observation (VBO) with particular attention to monitoring and evaluation (M&E) on development projects. While the use of video both as a research tool and as a strategy for supporting professional development is well-documented across several disciplines, the extent to which VBO has been utilized in M&E contexts is less clearly defined. In order to provide theoretically-grounded recommen…
Teacher Cognition and Language Teaching
This entry provides a broad introduction to language teacher cognition, which is a field of study concerned with understanding all facets of the nonobservable dimension of teaching, such as teachers' beliefs, knowledge, attitudes, feelings, and decision‐making. This domain of research is also concerned with the origins and development of teacher cognition and about its relationship with how teachers develop and what they do in the classroom. Afte…
Years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives
The Impact of an In-Service Course on Primary School English Teachers: Case studies of Change
The national 'Competence for Quality' in-service programme in Norway aims to enhance the subject knowledge and instructional competences of primary and secondary school teachers across subjects. The programme is evaluated annually through a teacher survey which, however, does not capture in depth how the programme impacts on participants. This study tracked four primary school teachers of English over 26 months and found that the in-service cours…
Psychology (25 works) · Pedagogy (23 works) · Mathematics education (21 works) · EFL/ESL Teaching and Learning (17 works) · Second Language Learning and Teaching (16 works) · Linguistics (13 works) · Computer Science (11 works) · Sociology (10 works) · Grammar (9 works) · Language education (8 works)