NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ929509
Record Type: Journal
Publication Date: 2011-Jul
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0951-0893
Reading Discussion Groups for Teachers: Connecting Theory to Practice
Fenton-Smith, Ben; Stillwell, Christopher
ELT Journal, v65 n3 p251-259 Jul 2011
This article explores how teachers can engage with ideas (research findings, theory, and professional knowledge) through participation in a reading discussion group. Focusing on one group formed by English language teachers at a Japanese university, the study employs survey data, attendance statistics, and observational notes regarding the group's meetings over one school term to investigate the relative merits of six discussion formats, varied according to the type of text discussed (conference presentation slide handout, opinion piece, plenary address video, book chapter, book review, and transcribed interview) and, in one case, the participant make-up (an author was invited to discuss his own work). The paper also identifies group management practices that are most effective for facilitating participation.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan