In this series, Language Teaching invites a well-established scholar to make a personal choice of 12 works that he or she regards as essential reading for those interested in an historical and contemporary overview of the key work in the area chosen for study.

Throughout my professional life, I have been interested in the relationship between teachers and curriculum. As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, 1992; Kaplan & Owings, 2015). Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.

We propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

Research employing psycholinguistic techniques to assess the on-line processing of collocation by native and non-native speakers has flourished in the past few years. This line of research aims (among other things) at exploring actual performance in real time as opposed to the traditional paper-and-pencil testing techniques that have been extensively employed in collocation research. The present paper reviews some of the pertinent research on the on-line processing of collocations and argues for the need for more replication studies in the area. It then looks at how two experimental studies on the topic – Millar (2011) and Wolter and Gyllstad (2011) – may be replicated in order to gain deeper understanding of the key factors behind collocation processing and to obtain more valid and generalizable results that can find their way into language teaching practice.

This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

There has been a great deal of research on first language (L1) and second language (L2) learning through meaning-focused input since Nagy, Herman & Anderson's (1985) seminal study of incidental vocabulary learning through reading. Two strands of research within this area are incidental vocabulary learning through listening and guessing from context. This article discusses widely-cited studies from each of these areas – Elley (1989) and Liu & Nation (1985) – that deserve to be replicated. Both studies made important contributions to the field, were original in their designs, and advanced our understanding of how vocabulary is learned in context. The benefits of replicating these two studies are described and several suggestions are made for how the replications might be completed.

This replication study seeks to extend the generalizability of an exploratory study (McDonough et al., 2019) that identified holds (i.e., temporary cessation of dynamic movement by the listener) as a reliable visual cue of non-understanding. Conversations between second language (L2) English speakers in the Corpus of English as a Lingua Franca Interaction (CELFI; McDonough & Trofimovich, 2019) with non-understanding episodes (e.g., pardon?, what?, sorry?) were sampled and compared with understanding episodes (i.e., follow-up questions). External raters (N = 90) assessed the listener's comprehension under three rating conditions: +face/+voice, −face/+voice, and +face/−voice. The association between non-understanding and holds in McDonough et al. (2019) was confirmed. Although raters distinguished reliably between understanding and non-understanding episodes, they were not sensitive to facial expressions when judging listener comprehension. The initial and replication findings suggest that holds remain a promising visual signature of non-understanding that can be explored in future theoretically- and pedagogically-oriented contexts.

Following the No Child Left Behind Act (2001), which mandates standards-based accountability for the academic progress of all students, much attention has been given to integrating language and content instruction for English learners (ELs) in K-12 classrooms in the US. Although TESOL and other state-approved language proficiency standards acknowledge that academic English requires progressive linguistic complexity to tackle progressively complex content, they give no indicators for this progression beyond some generalizations about increased sentential variety. An enlightening characterization of linguistic complexity comes from Systemic Functional Linguistics (SFL), specifying how grammatical choices actually construct meaning, making a strong case for explicit, proactive instruction, and calling for a systematic analysis of the language our English learners need to master. This paper describes an ongoing project to answer this call by charting a developmental continuum of complexity for school-age English learners. Its preliminary analysis is based on some 90 compositions, collected over the course of a year from more than 30 students in a New England middle school classroom.

How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use. We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials). Then, we focus on seven qualitative research tasks across three thematic areas, namely materials use and: (A) language pedagogy, (B) classroom interaction, and (C) language diversity, culture, and power. The first section on pedagogy outlines research tasks on: (1) the roles of materials in classrooms, (2) the influences of materials on practicing educators’ expertise, and (3) how language teacher education programmes address materials use. The second section on classroom interaction proposes inquiry into: (4) polysemiotic patterns of materials-in-interaction, and (5) the expected and unexpected outcomes of materials regarding students’ target language use. The third section focuses on: (6) teachers’ and learners’ responses to diverse linguistic varieties and cultures represented in materials, and (7) instructional materials used in language policy and planning endeavours. Throughout this article we reference interdisciplinary connections to curriculum studies, cultural studies, sociology, and materials scholarship in general education. The seven research tasks are critical next steps for understanding materials use – a vast new field that promises to advance language education practice and theory.

The focus of this paper is replication research in pedagogical approaches to spoken fluency and formulaic sequences, and in particular, a call for replication of two often cited studies: Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006). We begin by presenting a brief background to fluency and formulaic language, and pedagogical approaches to the development of these two aspects of learning in a second (L2) or foreign language. We then move on to our two original studies of pedagogical interventions in formulaic sequences and spoken fluency – Wood (2009) and Boers et al. (2006) – and suggest possible approaches to replication for both.

In recent years a number of comparative studies based on an established approach to genre analysis have been published in the English for Academic Purposes (EAP) literature. Studies in this emerging strand of research typically aim to identify how the rhetorical structure of a particular genre (a text type) or part of a genre may vary across different disciplines or groups of writers. The first part of this article makes a case for replication in this strand of research, arguing that replication would be timely and suggesting the advantages that it could offer to the field of EAP. The second part focuses on three key studies, and suggests how each one might be replicated and the potential benefits of doing so.

The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014–2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.

This paper calls for the replication of two task-based language teaching (TBLT) studies, Kim (2012) and Shintani (2012). Kim contributes to the large body of TBLT research on output-based tasks, whereas Shintani initiates research into input-based tasks, a less well researched domain. These studies deserve to be replicated for several reasons. Unlike the bulk of existing TBLT research, they investigate task-based second language (L2) development in addition to performance, and are conducted in actual classroom rather than laboratory contexts. Also, they are well designed studies, including detailed descriptions of the instruments and methodological procedures, making replication feasible. First, this paper provides an overview of the studies. Next, approaches to approximate and conceptual replications are suggested in order to assess the internal and external validity of the original experiments.

Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators’ focus shifted from analyzing linguistic systems to examining how learners learn a language. Many can-do statements and SA descriptors have been developed for L2 language learning, including SA grids aligned with the Common European Framework of Reference (CEFR, Council of Europe, 2022) and can-do statements prepared by the American Council on the Teaching of Foreign Language (ACTFL) in collaboration with the National Council of State Supervisors for Languages (NCSSFL) (ACTFL, n.d.). Textbooks and other L2 learning materials, including online apps, often contain SA items. SA can be used in conjunction with other assessments, such as traditional objective assessments, peer assessments, and portfolios. Teachers are often encouraged to incorporate SA into their curricula as part of the promotion of constructivist approaches to education, which have been particularly popular since the late 1980s (e.g., Nunan, 1988; Tarone & Yule, 1989); SA resonates well with modern learning theories such as learner-centered education, self-regulated learning, and autonomous learning (Butler, in press).

It was at a meeting of the Board of Language Teaching in 2005 that discussion began on how we might suitably commemorate our 40th year of publication. The late Chris Brumfit made the suggestion that it would be interesting to gather in nostalgia from a number of academics who had started their careers in one of the preceding four decades and ask them to comment on what appeared to them were the major new trends that represented best hopes for the future at that time. As the project grew, we extended the brief to include those who expressed a particular yearning to describe another decade although it did not see the launch of their careers as such. Sadly, Chris is no longer with us to see the fruits of his original idea, but the editors – and those who have here responded to his call – would like to dedicate these reflections to the memory of a man whose commitment to our field spanned all four decades, and more.

Research into peer interaction continues to grow and new findings with new designs have been reported. However, there remain theoretical and methodological issues that replication studies can address. In this article, I first discuss theoretical frameworks that have been used to investigate peer interaction, namely, interactionist, sociocultural, and psychological. I explain that, regardless of theoretical frameworks, peer interaction effectiveness has been at least partly accounted for by the ways in which learners temporarily shift their attention to linguistic issues during meaningful interaction, via peer feedback or language-related episodes (LREs). Current research also suggests that learner attitudes mediate this interactional behavior. To fill the gaps in this issue, I make methodological suggestions for replication research of Adams, Nuevo, & Egi (2011) and Philp, Walter, & Basturkmen (2010), including intervention materials, transcript analysis, statistical design, and internal validity control. I conclude the paper with pedagogical implications that may arise from replication studies.