The why and how of EFL listening a case study IATEFL Conference, 20 June 2021
In this 10 minute talk, I discuss the findings from my doctoral research on listening comprehension in an Italian secondary school. I introduce the contexts and methods and summarise key findings in 3 areas: teachers' practices and beliefs, learners' practices and beliefs and intersections between the two sets of data.
EFL listening and secondary school learners: evidence from a multiple case study Innovation in Language Learning, 15th November 2019, Florence
In this talk, I summarised the main preliminary research findings of the learner data from my doctoral project. The main themes related to the learners' enjoyment, perceived difficulties, self-efficacy, attributions and use of strategies in terms of listening. I concluded by illustrating implications for teaching based on what teacher participants shared with me when discussing these preliminary findings.
Why don't they understand? Using listening difficulties productively. TESOL Italy Convention, 17th November 2018, Rome
The starting point of this workshop was the question "how much are learners really understanding when we do a listening task?" After briefly explaining how listening in a foreign language works and the types of difficulties learners have (based on my experience and my review of the research), I explore an approach that is both diagnostic, in that it tackles learners difficulties as they arise, and prognostic, that is, it anticipates potential learners difficulties. Examples are given.
Reflective practice for language teachers: enhancing teaching practice by studying the teaching mind. Sc[arti] Conference, 8th November 2018, University of Milan
In this presentation I talked about language teacher beliefs, something that lies at the heart of my doctoral research project. As you can see in the slides below, I explored how the "language teaching mind" is composed of teachers' knowledge and beliefs, where these beliefs originate and their impact on teaching practice. I then moved on to briefly talk about how teachers can use their knowledge and beliefs to reflect on their practice in an attempt to improve themselves through reflective practice via different tools, including peer sharing, blogging and video-enhanced observation.
Italian challenges in listening to English as a foreign language. Italeeds interdisciplinary event, 7th June 2018, University of Leeds
In this interdisciplinary event of early career researchers involved in studying Italy from different perspectives, we explored the Italy-UK relationship. As the event was aimed at a non-specialised audience, I gave a general overview of foreign language education in Italy, including a brief historical account of the relationship Italians have had with English as a foreign language, and current challenges. I then zoomed in on difficulties understanding spoken English and how they can be tackled with an approach focusing on listening processes.