A Research Article Summary
Title : Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on
English as a lingua franca
1. Research question/problem statement
The author make the paper about explores how principles derived from English as a
lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide
insights into the speaking demands of group work in Anglophone EMI settings which
includes native speakers as well as non-native speakers. current frameworks of support
for speaking demands in HE (EAP and academic skills) lack focus on dialogic speaking,
pay little heed to ELF findings and cater for native speakers and non-native speakers
separately despite their needs being similar. The paper argues that a focus on ELF can
contribute to the development of speaking support which sits at the centre of students’
academic journey and encourages better interactions between native and non-native
speakers. The overall aim of this paper is to discuss how co-curricular student support
for speaking skills in HE group work, in particular in Anglophone EMI environments
which include native as well as nonnative speakers, can be further developed. To this
end, the paper investigates first year undergraduate students’ perceived speaking
demands in HE group work and explores where these demands align with the
cooperative and strategic strategies proposed by ELF research. These objectives can be
summarised in two research questions there are What are students’ perceived speaking
demands for HE group work in Anglophone EMI environments? And the second, To
what extent do these speaking demands align with the strategic repertoire identified by
ELF research?
2. Motivation/relevance
Students' opinions about how much speaking they have to do in groups are looked at,
with a focus on Anglophone EMI settings where both native and non-native English
speakers work together. Group work, for example, doesn't have as much help as lectures
or seminars, where tutors show students how to use academic language without saying
it out loud. As a result, there hasn't been a detailed study of speaking requirements so
far, especially for group work that includes both native and non-native speakers. The
study tries to fill in this gap. It also looks at how well these speaking demands match
, up with the strategic repertoire that people use when they communicate through English
as a lingua franca (ELF). There is a short review of the literature on group work in
higher education at the start of the paper. If you read this paper, you'll find out about
how it was done. Then, the paper will use interviews with undergraduate students from
four different subject areas to figure out how speaking needs for group work fit into the
oracy framework (Mercer, 2017). This paper with a review of how universities help
students improve their speaking skills and a discussion of how an ELF perspective can
help improve this service.
3. Theoretical framework
In higher education settings, group work has been looked at from two main
points of view: English as the language of communication on the one hand, and
mainstream research in the field of HE on the other hand. In this literature review, we'll
look at both perspectives and see how their methodological approaches and
assumptions have led to an underestimation of the speaking demands for HE group
work, which is what we want to show.
Researchers also say that speaking skills are important not only for group work
at school, but also when you get a job and work with people from other countries
(Robles, 2012). Communication is an important tool for group members to use to
organize their work and work together, and this shows that not having enough language
and communication skills was seen as the biggest problem. Study: Communication was
one of the most difficult parts of group work for students in a tourism setting. Lack of
formal leadership was also a big problem, which may have roots in and consequences
for how people speak. The two research traditions may not be surprised by their
different points of view because they use different methods. One uses real data to get
its ideas, while the other looks at people's perceptions and opinions. In addition,
research in ELF so far hasn't paid enough attention to or even ignored the role of native
speakers in the interpersonal dynamics of educational encounters. This is despite the
fact that native speakers may have a normative influence on interpersonal interactions.
It's a big mistake to not pay attention to the normative influence of native speakers after
studying how native speakers thought about group work. According to Dippold (2013),
in English-majority education settings, ELF speakers may not be as cooperative as they
are thought to be. This is because of the power relationships between native and non-
native speakers and the prevailing native speaker and native culture in English-majority
Title : Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on
English as a lingua franca
1. Research question/problem statement
The author make the paper about explores how principles derived from English as a
lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide
insights into the speaking demands of group work in Anglophone EMI settings which
includes native speakers as well as non-native speakers. current frameworks of support
for speaking demands in HE (EAP and academic skills) lack focus on dialogic speaking,
pay little heed to ELF findings and cater for native speakers and non-native speakers
separately despite their needs being similar. The paper argues that a focus on ELF can
contribute to the development of speaking support which sits at the centre of students’
academic journey and encourages better interactions between native and non-native
speakers. The overall aim of this paper is to discuss how co-curricular student support
for speaking skills in HE group work, in particular in Anglophone EMI environments
which include native as well as nonnative speakers, can be further developed. To this
end, the paper investigates first year undergraduate students’ perceived speaking
demands in HE group work and explores where these demands align with the
cooperative and strategic strategies proposed by ELF research. These objectives can be
summarised in two research questions there are What are students’ perceived speaking
demands for HE group work in Anglophone EMI environments? And the second, To
what extent do these speaking demands align with the strategic repertoire identified by
ELF research?
2. Motivation/relevance
Students' opinions about how much speaking they have to do in groups are looked at,
with a focus on Anglophone EMI settings where both native and non-native English
speakers work together. Group work, for example, doesn't have as much help as lectures
or seminars, where tutors show students how to use academic language without saying
it out loud. As a result, there hasn't been a detailed study of speaking requirements so
far, especially for group work that includes both native and non-native speakers. The
study tries to fill in this gap. It also looks at how well these speaking demands match
, up with the strategic repertoire that people use when they communicate through English
as a lingua franca (ELF). There is a short review of the literature on group work in
higher education at the start of the paper. If you read this paper, you'll find out about
how it was done. Then, the paper will use interviews with undergraduate students from
four different subject areas to figure out how speaking needs for group work fit into the
oracy framework (Mercer, 2017). This paper with a review of how universities help
students improve their speaking skills and a discussion of how an ELF perspective can
help improve this service.
3. Theoretical framework
In higher education settings, group work has been looked at from two main
points of view: English as the language of communication on the one hand, and
mainstream research in the field of HE on the other hand. In this literature review, we'll
look at both perspectives and see how their methodological approaches and
assumptions have led to an underestimation of the speaking demands for HE group
work, which is what we want to show.
Researchers also say that speaking skills are important not only for group work
at school, but also when you get a job and work with people from other countries
(Robles, 2012). Communication is an important tool for group members to use to
organize their work and work together, and this shows that not having enough language
and communication skills was seen as the biggest problem. Study: Communication was
one of the most difficult parts of group work for students in a tourism setting. Lack of
formal leadership was also a big problem, which may have roots in and consequences
for how people speak. The two research traditions may not be surprised by their
different points of view because they use different methods. One uses real data to get
its ideas, while the other looks at people's perceptions and opinions. In addition,
research in ELF so far hasn't paid enough attention to or even ignored the role of native
speakers in the interpersonal dynamics of educational encounters. This is despite the
fact that native speakers may have a normative influence on interpersonal interactions.
It's a big mistake to not pay attention to the normative influence of native speakers after
studying how native speakers thought about group work. According to Dippold (2013),
in English-majority education settings, ELF speakers may not be as cooperative as they
are thought to be. This is because of the power relationships between native and non-
native speakers and the prevailing native speaker and native culture in English-majority
