L-LATER – Research – Department of Teacher Education
L-LATER: Language Learner and Teacher Research
This research group is devoted to research on learning and teaching of second languages, with a primary focus on (but not limited to) English. It is a research-oriented forum to establish collaborative dialogues between national and international researchers who are interested in factors that are likely to influence language learning and teaching processes.
The main preoccupation of L-LATER is to promote research that could generate practical implications to improve the effectiveness of language practice. This may require research at macro level (e.g. curriculum development, program evaluation) and micro-level (e.g. classroom research, individual differences). L-LATER attaches special importance to understanding individual experiences because individual differences (e.g. learner needs, motivation, affect, and willingness to communicate) play an important role in language learning and teaching. From this perspective, L-LATER aims to conduct research to explore whether and how learners’ and teachers’ positive and/or negative psychological states change (if so, why) throughout their language learning/teaching experiences.
L-LATER aims to shed light on how individuals use language inside and outside the classroom, and therefore, values the analysis of learners’ language use through the methodology of conversation analysis. Further, L-LATER attempts to design studies that conceptualise language learning as an experience beyond classrooms. It is therefore concerned with providing empirical evidence on the role of Extramural English. L-LATER welcomes cross-sectional and longitudinal studies and utilises a variety of research methodologies that are in line with its research preoccupations.
In the light of the objectives that are mentioned above, L-LATER organises on-line and face-to-face seminars for students and employees in the Department of Teacher Education and in other departments at NTNU. It creates a collaborative environment for designing research studies, participating in national and international studies, making publications, and contributing to personal and professional development of language learners and teachers in Norway and other countries.
Publications
Conference presentations
Uztosun, M. S., Thorsen, C., & Henry, A. (2024, 18 May). Goal self-concordance and its long-term effects. Pcyhology of language learning PLL5. Madrid, 16-18 May, 2024.
Uztosun, M. S., & Sundqvist, P. (2024, 5 July). Extramural English in the Turkish context: Scaledevelopment and the relationship with English proficiency. EuroSLA33,Montpellier, France, 3–6 July, 2024.
Project
Our external partners
Members of research group
- Burcu Uzunoner Aydin, PhD Candidate, Department of Teacher Education
- Nicole Busby, Associate professor of English linguistics, Department of Language and Linguistics
- Kenan Dikilitas, Professor of University Pedagogy, University of Stavanger
- Alastair Henry, Professor of English Didactics, University West, Sweden
- Kristoffer Humphrey, Assistant Professor, Department of Teacher Education
- Olcay Sert, Professor of English language education, Mälardalens University, Sweden
- Pia Sundqvist, Professor of English Didactics, University of Oslo, Norway
- Ece Zehir Topkaya, Professor of English language teaching, Canakkale Onsekiz Mart University, Turkey