Correction to: L. McCallum (ed.), English Language Teaching, Teaching: Theory, Research and Pedagogy, https://doi.org/10.1007/978-981-19-2152-0

English and Chinese have stark differences in both segmental and suprasegmental features. In particular, for Chinese learners of English as a secondary language (L2), there are expected deviations in the production of English prosody as a result of transfer of linguistic characteristics from their mother tongue. We have designed, collected and annotated a corpus to elicit suprasegmental informa...

In educational research literature there are two influential metaphors about learning. They describe this process as either “acquisition” or “participation” (Sfard, 1998). These metaphors have been widely used by scholars, researchers and educators. However, the students’ perspectives on learning have been underexplored. This article addresses this gap in research literature and examines metaph...

Language teachers report having limited direct contact with research and findings despite generally positive perceptions of (Borg 2009; Marsden Kasprowicz 2017; Nassaji 2012). Key reasons give are 1) practical - a lack time access, 2) conceptual academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their is not (or does need be) relevant pedagogy. This...