Lessons learned from language learning research in the classroom and the laboratory: Potential and pitfalls

Over the past ten years, I have been involved in a series of research projects which have aimed to add to the empirical knowledge on teaching methodology, but in a way that reflects real classroom conditions. These projects have often focused on the differential impact of task-based language teaching compared to other more traditional approaches, and have drawn on data from classroom video observation, surveys, interviews, and eye-tracking. To evaluate impact, the studies have utilized outcome measures ranging from language output and test scores to learner motivation and self-efficacy. While these studies have provided valuable insights, I have also learned about the many challenges involved in carrying out successful classroom-based research. In this talk, I will begin with a short overview of the teaching context, including reflections on the common problems faced English language teachers in Japan. I will then discuss a selection of my research projects, both classroom- and laboratory-based. In doing so, I will discuss the limitations of each one. Limitations are sometimes relegated to a kind of ‘afterthought’ position in many papers, but they can offer powerful tips for what to avoid (or try to avoid) in future studies.