Professional Development

Have you ever wondered why some lessons spark real thinking and others drift into passive listening? This article reveals two practical frameworks that can turn classroom energy into lasting learning. Discover how to design lessons that help students think and feel differently by the end.

Think about the most memorable lesson you’ve ever attended. As a teacher or as a learner. What made it stick?

It probably wasn’t the slides. It wasn’t the volume of content covered. Chances are, it was how it felt to be in the room. The moment the trainer asked you to do something: to talk to someone, to make a decision or draw something unexpected. The moment the energy shifted and you stopped just receiving information and started actually thinking.

That question opened the workshop I delivered for ELTAU in May 2026. And the responses in the chat told the whole story. Words like “energetic, storytelling, images, hands-on activities!” This set the scene perfectly for the workshop ahead.

The problem with content-first lesson design

Most of us were taught to design lessons by starting with content. What do the students need to know? Which grammar point are we covering? What vocabulary should they leave with?
More often than not, the result is a lesson structured around delivery. The teacher talks. The students listen. There might be a task at the end. But the learning happens in one direction, from the front of the room outward, and a significant amount of it doesn’t land.

A significant amount of it doesn’t land.

It’s not a knowledge problem. It’s a design problem.
When we understand how the brain actually processes and retains information, we start making different choices. Not bigger choices or harder choices. Small, practical ones that shift where the thinking happens in the room.

Framework One: 6 Principles to Make It Stick

Training from the Back of the Room (TBR) is a methodology developed by Sharon Bowman, grounded in six brain-based learning principles. Each one reflects something we know about how people take in and retain new information. Together, they offer a practical lens for redesigning any lesson, regardless of topic, level or format.
Here’s a brief overview of each principle, with a practical application for English language teaching.

Framework Two: The 4Cs Map

Alongside the six principles, the session introduced a lesson design tool called the 4Cs Map. It offers a brain-friendly structure for planning any lesson or workshop:

• C1 Connections: Start by connecting learners to each other and to the topic. What do they already know? What do they want to find out? This is where you create psychological safety and activate prior knowledge.
• C2 Concepts: Introduce new content in short bursts of ten to twenty minutes, followed by a brief activity to consolidate understanding. This is not a lecture phase. It is a guided exploration with frequent check-ins.
• C3 Concrete Practice: Learners actively apply what they’ve learned. This is where real understanding gets tested and built. Role plays, peer teaching, card sorts, problem-solving tasks. The activity depends on your content. The principle stays the same.
• C4 Conclusions: Give learners time to reflect, summarise and commit to action. A learning log, a top takeaway exercise, or a “Wow and How About” reflection prompt all work well here. The conclusion is not a wrap-up. It is the moment learning moves from the session into long-term memory.

In the workshop, participants used the 4Cs Map to begin designing a lesson of their own in real time, filling in each quadrant as we explored the tools available for each phase. Several teachers shared their plans in the final breakout discussion, and the variety and quality of what they produced in under forty minutes was striking.
That is the shift these frameworks invite. Not a complete overhaul of what you teach, but a rethink of how you design the conditions for learning.

Final thoughts on the frameworks

The six learning principles and the 4Cs Map are not complicated. They don’t require expensive tools or a complete redesign of your materials. What they require is a shift in starting point.
Instead of asking, “What do I need to cover?”, start with, “What do I want my students to be able to do, think or feel differently by the end of this lesson?” That question changes everything that follows.

“What do I want my students to be able to do, think or feel differently by the end of this lesson?”

English language teachers are already skilled communicators and relationship builders. These frameworks give that skill a structure. They move the pressure off you and onto the group, where the learning actually happens.
And don’t just take my word for it, feedback from the session included:

“The 4C’s are an excellent tool for planning and structuring a lesson.” – Markus
“Love the structure and variety – it’s a real mix and match.” – Brigid
“I really liked the facilitation cards that were used throughout the session – I liked that it had a beginning, middle and end. I loved the whole session.” – Vivian

Want to explore further?

If this article has sparked your curiosity, there are three ways to go deeper.
The Unforgettable Facilitation online taster workshop is a practical introduction to the six principles and how to apply them in your own sessions. It runs periodically online and is suitable for teachers, trainers and facilitators at any level. If you missed the workshop, and want to experience them yourself, sign up here.
The Facilitation power hours are 1-2-1 opportunities to create a 4C’s map together on a session you plan together, exploring the principles and the tools that would suit your session plan. Book your slot here.

The next public Training from the Back of the Room Practitioner Course takes place on 19 and 20 November 2026 in London. Over two days, you’ll experience the full methodology, earn a globally recognised practitioner certificate, and leave with a complete session plan built around your own content. Sign up here or express your interest here for bringing TBR to Germany.
You can find further details at Linktree or by connecting with Rachelle Williams on LinkedIn.

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Title image by: Manfred Steger, Unsplash

Evan Frendo’s January talk from the “Innovative Teaching Series” at Arden University explored the difference between classroom and corporate settings, as well as the changing landscape of learning and teaching English in an increasingly digitalised and AI-enhanced world.

Corporate priorities

Evan began by noting that language learning is often put on the back burner in corporate contexts. Companies usually place more value on compliance and performance:

English functions as a Business Lingua Franca to communicate and get things done, without interrupting workflows. Learning has to fit that reality (aka LIFOW — Learning In The Flow Of Work).

This marks a shift away from traditional models toward more flexible approaches. Learning can range from intentional, structured courses to incidental language use integrated into daily work tasks. Evan elaborated on this, explaining the different types of learning.

Formal and informal types of learning: learners on the spectrum

We discussed the spectrum of formal and informal learning that learners navigate:

On the formal end, there are “traditional” approaches: these are proactive and intentional. Doing a course, learning specific target language or practising key skills are all formal approaches.

On the informal end, there is learning simply through use of language. There is no intention to learn at all – it is simply a byproduct of using the language in everyday life.

In between, on the more formal side, there is explicit learning – being aware of what comes up and practising useful language as needs emerge.

In contrast to that, incidental learning, which means noting something in passing, is a more informal way of learning.

Evan’s main point was that the traditional teacher-centred approach of learning English is making space for more informal and learner-centred ways of learning. One of the reasons for this, besides LIFOW, is the fact that corporate learners have their own communities of practice.

Learners use specific vocabulary at work (their “company speak”). That means that their own experience is often more useful than traditional classroom knowledge. So their learning process is naturally more pragmatic, which lends itself to the task-based approach.

Task-based learning: learning by doing

Evan presented task-based learning as a hands-on way to foster the DIY-mindset in teaching. It has the double benefit of using the target language in a task-related context, so it combines learning and getting real-life work done. At the same time, it is innovative in the sense that there is no prediction of specific language outcomes: the language used will reflect the needs of the learners.

The process follows these steps:

• Needs analysis/identify task
• Task
• Language feedback
• Task feedback
• Repeat task

For this, the trainer engages in on-the-job shadowing, becoming a mentor who reviews activities and encourages reflection. The trainer also guides the process by directing the team and asking questions like “What have you learned?”, which leads learners through an iterative process.

As a result, the teacher’s role shifts from language specialist/walking dictionary to mentor and moderator.
This hands-on approach also reflects broader changes in how teaching and learning are structured.

A new trend: IDLE

While the traditional way of teaching is all about formal teacher-and-book-centred courses, IDLE stands for the highly personalised experience of using digital tools to learn, no teacher required.

Informal Digital Learning of English is:

– just-in-time/delivered as needed
– bite-sized
– accessible
– relevant
– personalised
– integrated into performance.

For some time now, there has been a shift from publisher-led (following coursebooks) to teacher-led (with the teacher combining and editing resources) to student-led (i.e. students designing and curating their learning process in accordance with their needs).

But this is not the only shift that has been occurring:

Enter AI

The biggest recent shift has been the introduction of AI assistants, which can take on most office tasks, such as:

• writing emails
• creating presentations and reports
• visualising workflows, etc.

Newer versions go a step further: they can imitate writing styles (thus helping assistants write in the manager’s name), or provide real-time translation of online team meetings in any language.

As a result, there’s no longer a pressing need to learn a language in order to write emails or understand what’s happening in a meeting. AI can shoulder most of that, saving the company time and money.

However, Evan explained that while AI is good at collecting queries and responses from users, it’s far less effective at evaluating output. As its core function is predicting linguistic patterns, it lacks metacognition and real-life experience – it simply has access to a giant database.
Therefore, it still needs to be monitored by humans to prevent malfunctions and inconsistencies.

The person analysing AI is also called the “human in the loop”, overseeing the process and curating output.

What do these shifts mean for teachers?

As recent trends shift away from traditional teaching toward learner autonomy and increasing digitalisation, how is the role of the teacher changing?

The role of the teacher is rapidly evolving into that of​ a co-explorer and curator, rather than the sole source of knowledge. Evan predicted that while AI won’t replace teachers as a whole, it might replace those who aren’t AI-savvy.

His advice to teachers was to keep up with the times: to embrace AI to learn to work with it effectively, and to see themselves as “teachers in the loop.”

In a nutshell, teachers should act as learning consultants: counselling, guiding, and supporting the learning process while regularly checking in with their students to ensure they remain on track.

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If you enjoyed this article, you might also be interested in:

From Tool to Collaborator – How to Turn AI into Your Personal Teaching Assistant – Connections

We’re better able to excel as teachers when we take care of our own wellbeing first. But what exactly is it, and what small steps can we take to better support it? Christine Muir highlights simple ways to nurture teacher wellbeing for greater balance and fulfillment at work.

From anger to action

Think back to the height of the pandemic in 2020. It might be an unexpected initial prompt for an article on teacher wellbeing, but it’s the start of my story. A phrase that’s stuck with me since is the following: while we all found ourselves in the same storm, we were all in very different boats.

For some, experiences of lockdowns, social distancing, professional and social moves online, furloughs from work – all offered some net positives for wellbeing. For many others, the opposite was true. Certainly, this was sadly the case for many teachers.

There had already been a growing focus on ELT teacher wellbeing for many years before the pandemic. For me, though, it was the pandemic that catalysed my professional relationship with it. My frustrations grew to anger, which ultimately tipped over into action. Whose responsibility was it to protect teachers’ wellbeing?

Furthermore, what actually is wellbeing? How could I better support my colleagues and students? Was there also agency to support my own wellbeing that I was leaving on the table?

What exactly is wellbeing?

As a field of study, positive psychology is interested in understanding how we thrive.

Interest in wellbeing and what it means to live well extends back far beyond the modern concept’s inception – think, for example, back to philosophers Aristotle and Epicurus in Ancient Greece.

Historically, there have been two main approaches to understanding wellbeing:

1) Hedonic wellbeing focuses on our experiences of happiness and pleasure. For example, we might experience hedonic wellbeing during a fun lesson with a student or when enjoying a networking event with peers.
2) Eudaimonic wellbeing taps into something deeper. We experience it for example when we feel like we’re growing as a teacher or leader, developing our skills or finding new purpose in our work.

Wellbeing is multidimensional. Both hedonic and eudaimonic wellbeing are important.

Stop and think: When did you last experience hedonic and/or eudaimonic wellbeing at work?
What were you doing?
Did it feel like a rare/common experience?
How did it affect the rest of your lesson/the rest of your day?

Martin Seligman’s PERMA model of wellbeing

Martin Seligman’s PERMA model of wellbeing had the most meaningful initial impact on me in terms of increasing my own wellbeing literacy. That is, to answer the question of how I can better understand, assess and ultimately support my professional wellbeing.
It combines both hedonic and eudaimonic aspects:

P = positive emotions – joy, gratitude, hope, pride…
E = engagement – when we can get fully ‘stuck into’ challenging tasks, drawing on all our skills, strengths and attention
R = relationships – with other teachers, students, and outside of work
M = meaning – serving something bigger than ourselves
A = accomplishment – feeling competent and recognised for it
V = vitality (or PERMA+) – a later addition, our physical wellbeing is part of the same picture!

Read more about Martin Seligman and the work of the Positive Psychology Centre on their website.

Stop and think: Conduct a wellbeing health check-up

• What aspects of your wellbeing have been highest this week? Where has it been lowest?
• When has your wellbeing felt most stable over the past [month, year]?
• Where does your wellbeing currently feel most vulnerable?
• Choose one aspect of your wellbeing you want to focus on increasing over the coming week, month or year.

Do we have to wait for change?

There’s a short answer to this question: no!
Let’s not pretend that all challenges are within our control, nor that all those that are have quick fixes. But this doesn’t mean that we have zero agency.

Stop and think: What does your job cost you? What challenges are you currently facing? What resources do you have access to?

One way to increase the amount of agency we feel we have – and so the amount we’re able to enact – is by personalising a job demands-resources model. It’s exactly what it says on the tin. It pushes us to better articulate the demands of our professional role and the resources we can draw on.

1) Start by noting down all the demands that come with your job. Big or small, in/outside of your control, jot down everything that causes you stress.
2) Separate out your list into two columns, stressors that you have some power to influence, and those entirely outside of your control.
3) Where stressors are inside your control, consider what small, tangible changes may be possible.
4) List all potential job resources available to you. These are things that safeguard us against the demands of our job. They can be things that you’re already doing or things you’ve not tried, networks you’ve not yet tapped into.
5) Finally, think bigger picture and consider opportunities to expand your learning and professional development.

Find this activity (p. 21), and others like it, in Sarah Mercer and Tammy Gregersen’s book “Teacher Wellbeing”.

Consider also tagging on an extra step at the end. Use your reflections as an excuse to catch up with a friend over coffee – consider sharing your list of resources and asking them to add ideas you might have missed.

Even if you come away ‘only’ having had a lovely catch up and spoken nothing about work, from a wellbeing perspective, the time may nevertheless have been well spent!

Ringfencing time in busy professional (and personal) lives isn’t easy. But, as workshop participants fed back, these ‘deep conversations’ around ‘thought-provoking questions on wellbeing in our profession’ are invaluable: ‘These questions are at the heart of our working lives.’

Ask not only what you can do for your teachers’ association, but also what it can do for you

Another lasting impact of the pandemic has been increased visibility, acceptance and (in many contexts) respect for discourses around wellbeing. Earlier this year, I was honoured to be invited to give a keynote talk on teacher wellbeing at the 33rd AKS conference held at Ruhr Universität Bochum. My ELTABB workshop invitation was prompted by a suggestion from someone I met at this conference.

This raises an important question:

➡️ Whose responsibility is it to support our wellbeing? Is it ours? Our employers’? What important roles can teachers’ associations like ELTABB play? Where is the balance?

There’s no single answer. But I do know that increasing our wellbeing literacy – our understanding of what wellbeing actually is and how we can better support it – matters. It’s a critical starting point for us to be able to make meaningful positive change.

Return to your wellbeing health check up periodically and take note of the direction it’s trending. Take advantage of the CPD available. Attend the next Stammtisch.
ELTABB, alongside other teachers’ associations, play a vital role in bringing teachers together and in facilitating these conversations.

Thank you, again, for the invitation and the opportunity to participate in such thought-provoking discussion!

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If you enjoyed this article, you might also be interested in:

Learner Autonomy and Teacher Wellbeing: Flip Your Classroom and Achieve More by Doing Less – Connections

and

What I Wish I’d Known: 6 Tips for New English Teachers – Connections

Clear communication goes beyond perfect grammar: it means cutting through noise and confusion. Vicky Margari reveals how hidden issues like fear, habits, and digital overload can cloud understanding. She offers practical tools and small steps to help teams build lasting habits for better communication.

What if training wasn’t the same as transformation?

So many clients start with “I want to improve my grammar”.

I used to ask all the classic questions:
Why do you want to improve your English? What do you need to do with it?

Then I would tell my clients how to negotiate, run meetings, write emails. I would tell them how to use the present perfect and the conditionals. I would give them the phrasal verbs and all the good stuff. They would do well in sessions. Then they’d slip right back into old habits at work.

I kept wondering: am I not giving enough practice? Am I not explaining things well? Why isn’t this creating the change my clients hope to see and pay for? What if training wasn’t the same as real transformation? What was my value as a trainer?

Clear communication in teams: a multi-faceted challenge

It became clear that most communication problems at work aren’t only about language. There is so much more:

• misunderstandings
• assumptions
• digital overload
• unhelpful habits

Sometimes it’s the channel (Teams chat, email, Slack, etc.).
Often, it’s the story we keep telling ourselves (“I’m bad at this.” “They’ll think I’m stupid.”).
Perhaps even good old resistance to change.

I call all these barriers noise. And if I wanted real change in communication, I needed to find and cut the noise, not just teach the rules. I needed to sit down with my clients and look together at the whole communication ecosystem.

Visualise the noise

I use a simple model to help my clients see the noise. It is a basic map, inspired by communication theories and models, such as the Shannon-Weaver Communication Cycle model. It shows the sender, message, receiver, channel, and feedback loop. Noise can be anywhere: vague messages, cultural misunderstandings, the wrong channel or just digital clutter.

Find the noise: curiosity before solutions

When a client said “I want to improve my grammar,” I used to jump straight to solutions. Now, I slow down and ask:

• What does grammar mean for you in this case?
• What do you think happens when you make a mistake? Is that true? What else might be true?
• What would be different for you if you felt more confident? What would confidence look like for you in meetings/emails/Slack?

The answers go deeper than tenses or phrasal verbs. Maybe it’s fear of being judged, confusion about what’s expected, or not knowing how to use email and chat effectively. By asking, not assuming, we can spot the real noise.

💡 Tip: Before offering solutions, ask more questions. Then ask some more. Keep digging. You may find the biggest problem isn’t what the client said it was.

For more on coaching questions and practices, visit the ICF World Coaching blog.

Challenge the noise: small experiments, big impact

A tech team I worked with struggled with digital communication. Their team chat was full of short, unclear messages (“done”, “any update?”). Decisions got buried and nobody knew who was doing what, or where information could be found (spoiler: everywhere, all at once). They thought their English was the problem but what they really needed was clarity and shared habits.

After we found the noise, we picked one practical experiment for each type:

• Vague messages: write clear, specific updates, for example “draft sent to Anna yesterday – waiting for edits”.
• Missing owner/action: add who/what/when to every message, for example “Tom to send report by Friday EOD”.
• Buried decisions: summarise and pin key decisions in chat; log into a shared decisions doc.
• Overuse of chat: move detailed info to email/project board; use chat for brief checks/reminders.

It wasn’t that grammar or vocabulary didn’t matter. Of course, they did. But using simple, practical phrases in context helped the team communicate with more confidence and focus.
Sometimes, the smallest change (a new phrase, a summary, a clear owner) done together makes the biggest difference. Small changes give quick wins and build trust that more is possible.

💡 Tip: Pick one visible, practical habit to challenge the noise. Small, specific changes beat grand solutions.

Tame the noise: sustaining change

Change doesn’t stick on its own. Habits return, and noise creeps back in when everyone gets busy. Real transformation happens when clients, teams and individuals, own the process for themselves.
Here’s how my tech client’s team made their new habits stick:

• Self-regulation: we designed individual checklists that everyone could keep handy and use.
• Accountability: peer reminders became normal. If someone slipped back, a colleague would gently nudge “Can we clarify who’s doing what?”
• Resources: a shared phrase bank made it easy to grab and adapt useful action statements and decision summaries.
• Reflection: they set aside 10 minutes each Friday for a team check: “What’s helping? Where are we slipping? What can we do better next week?”
• Celebration: whenever things went well with fewer follow-ups and less stress, they shared these small wins in the chat.

These routines, owned by the team, not me, made the changes feel natural. The new habits stuck. So did the confidence.

💡 Tip: For lasting change, help clients build routines for self-regulation, accountability, resources, reflection and celebration.

Final thoughts on clear communication for teams

I started out hoping for more. More impact, more real-world communication, more clients who felt like themselves at work in any language. Hope is not a strategy. But it can be the reason to take that first, small step toward real change.
If you want to help your clients cut the noise, start with curiosity. Try a small experiment. Help the client and team find the systems that make it stick.

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If you enjoyed this read, you might also be interested in the following articles:

A helpful mindset for business English users

[Workshop Review: “Invisible Body Language” – Communicating in the Digital World with Sabrina Lucidi – Connections]

This webinar organised by Trinity College London shed light on the interconnection between reading and pronunciation. ELTABBer Mike Budden explained why the two go hand in hand, and how teachers can include pronunciation practice in their reading lessons.

We started off with some basic facts:

Mike emphasised that reading is not a natural skill but a relatively recent development in the history of civilization. Unlike speaking, reading must be learned separately and with conscious effort. Therefore, pronunciation is often seen as part of speaking rather than an integral component of reading.

However, Mike pointed out that neuroscientific evidence demonstrates a direct connection between them. In fact, research suggests that effective reading relies on a strong foundation in phonological awareness (Dehaene, 2009 and Walter, 2008). So when we learn to speak our first language, we also lay the foundations for learning reading.

But what about second language learners, who do not have the advantage of native-level speaking skills?

Effects of missing pronunciation skills on L2 learners

We took a closer look at the challenges second language learners face while reading. The most prominent among these is the common separation of pronunciation from reading instruction. This often leaves L2 learners without the tools to develop their sound recognition skills. So when they encounter unfamiliar words, they may resort to guessing pronunciation or relying on phonetic patterns from their first language. As a result, habitual inaccurate pronunciation can become entrenched over time.

This shows that reading without pronunciation practice can hamper language learning: interference from learners’ mother tongues and false assumptions can easily lead to fossilised mistakes.

L1 interference through cognates: Meaning vs Pronunciation

To illustrate the effect of L1 interference, Mike gave us a simple task involving a sentence translated into various languages:

While we may not understand every detail, we recognise cognates (words that look similar and have the same meaning in different languages). In this example, speakers of English will understand the overall meaning of most of the sentences from cognates such as ‘excellent/eccellente’.
However, this alone won’t enable them to access the correct pronunciation (in this case, [etʧeˈllɛnte]). This shows that relying on cognates to understand a text bypasses phonological understanding in favour of semantic meaning.

What’s more, cognates can easily prompt us to apply L1 pronunciation without noticing. As a consequence, a Spanish speaker might pronounce the English word ‘international’ as they would in Spanish, ‘internacional.’

Mike summed it up:

We are lazy and can read automatically in our L1 without consciously activating the phonology (sound) of the language. When we “understand” an L2 text, we might be inadvertently accessing L1 pronunciation.

So even if we understand the meaning of a text, we need to engage pronunciation to activate the phonological pathway —otherwise, we risk superimposing L1 concepts onto L2 content, relying on guesswork, and cementing errors.
To help us out, Mike shared some ideas on how to include pronunciation in a lesson with us.

Tips for including pronunciation in reading lessons

The best way to practise pronunciation is reading out loud. Mike explained that this should be done at the right time and in the right setting.

He gave us some simple and straightforward tips for this:

1. Create a safe atmosphere and welcome mistakes as part of the learning process. Students need to feel comfortable practising words without worrying about getting them wrong or looking silly.
   (That’s pretty good advice, no matter what you teach, really!)
2. Focus on meaning first and work with the text extensively before moving on to pronunciation. Your students won’t learn much if they have to navigate meaning and pronunciation at the same time. Once they know what they are talking about, they are ready to practise pronunciation.
3. Let your learners practise reading out loud in pairs. This will make them feel more comfortable. As they practise, you can monitor and take notes (as you would in a speaking lesson). Afterwards, you can correct errors by writing the mispronounced words on the board and practising the correct pronunciation as a group.
   (If you notice fossilised mistakes, which are harder to fix, you can make the student aware of them and ask if they want to work on their pronunciation. Let them know it’s their choice whether to focus on changing these habits.)
4. Bonus tip: Make things fun and model pronunciation for your learners at the same time! For example, write a little anecdote as a lead-in and read it enthusiastically. This will take the edge off, and they’ll be exposed to your pronunciation. Don’t worry about your accent and whether it’s suitable for teaching. Your learners need a model, and since you’re their teacher, there’s no reason why it shouldn’t be you.

The above tips were well received, and one of the attendees mentioned that her adult learners loved reading out loud. Mike gave a simple reason for this:
Reading a familiar text means far less cognitive overload than speaking, as it requires no searching for ideas and words, no answering questions, no logical coherence, etc. Reading out loud is basically practising pronunciation in isolation – which is helpful for reading and speaking alike.

Mike shares more insights and teaching tips on his blog and in his weekly newsletter. You can find his website here: www.mikeblanguages.com.

Final thoughts

This was a helpful and informative webinar, and I walked away with a fresh perspective on the relevance of pronunciation in language learning. Although it often leads a shadowy existence in ELT, it plays a crucial linking role in underpinning reading, and more.

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If you enjoyed this post, you might also be interested in:

PJ Ryan’s article on how to give motivational feedback

Rachael Harris’s article on empowering students with effective learning strategies.

References and further reading

Dehaene, S. (2009). Reading in the brain: The new science of how we read. Penguin Books

Walter, C. (2008). Phonology in Second Language Reading: Not an Optional Extra. TESOL Quarterly. 42. 455-474.

Gibson, S. (2008). Reading aloud: A useful learning tool? ELT Journal, 62(1), 29-36. (https://doi.org/10.1093/elt/ccm075)

3 common myths about teaching pronunciation | Cambridge English