Research at CET

Listening to all voices: new research at the CET

The Centre for English Teaching (CET) is pleased to present four new research papers. These papers are part of an ongoing program of engaged enquiry and curriculum renewal at the Centre which aims to take into account not only the latest research but also the voices of both teachers and students.

In ‘Blended Learning and the CET ASAS Program’, Stewart Laird researches the current progress of Go8 Universities in integrating “face to face” teaching with computer-based instruction. At the same time, Stewart also reports on the CET’s own initiatives in this area in the centre’s AusAid scholarship program, Advanced Skills for Academic Success (ASAS). Continuing along the technology line, Keren Stead’s paper presents the results of a trial of the latest audio recording and editing software as a tool for enhancing pronunciation teaching in the Academic English (AE) program.

In the same program, Bradley Christmas conducted a trial of brainstorming techniques as a way of helping students generate ideas for writing tasks performed under timed conditions. Finally, John Gardiner researched the effectiveness of the Centre’s Direct Entry Course (DEC) in transferring genre-based writing instruction from one domain to another.



Blended Learning and the CET ASAS Program
The purpose of this project is to examine the concept of blended learning and to explore the further ways in which CET could combine face-to-face teaching with computer-based instruction in the ASAS program....


How best can pronunciation best be integrated into existing curricula
Having good pronunciation skills is an important part of every ESL student’s ability to communicate in English. However, there is currently no systematic approach towards the teaching of pronunciation at CET. This paper explores ways in which pronunciation could be integrated better into current CET curricula, with a particular focus on Academic English/IELTS preparation courses....

The Role of Brainstorming in Improving Students Writing
This action research project explored the effects of brainstorming techniques on students’ perceptions of their writing performance. A class of eleven students were given instruction in two specific brainstorming techniques prior to the completion of a writing task in a normal class setting. The students were then given an attitudinal survey asking how useful and effective they found each technique to be. They were also asked to give feedback on how the techniques could be improved...

Student perceptions of the writing skill transfer from genre-based direct entry programs to university
Studies in the effective transfer of genre-based writing instruction from one domain to another are surprisingly under-represented in current ESP literature. Although an analysis of student needs and student perceptions is generally considered to be crucial in developing appropriate course design and content, such an analysis using ESP course alumni is rare...