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ChatGPT has recently taken the world by storm, with major implications for society in general and for working and learning in particular. These implications have given rise to considerable controversy over existing ethical standards, especially in academia and other education establishments - while this is an extremely pertinent issue that has polarised educators around the world, the sole purpose of this short review is to look at ChatGPT as a tool that can hold the promise of facilitating language teaching and learning. [ABSTRACT FROM AUTHOR]

The recent advent of ChatGPT has sparked considerable controversy around its possible uses in academia and education establishments in general around the world. While some educators have voiced concern over fears of plagiarism, others are in awe and enthused by how AI could become an invaluable learning tool. This article attempts to strike a balance between these attitudes from the point of view of ELT, with an illustration of how ChatGPT may aid learning and testing writing skills (argumentative essay). [ABSTRACT FROM AUTHOR]

Sentence Stack is an online sentence search engine available as a free language development tool mainly suited to learners of English who want to improve their accuracy in written and spoken language. This review highlights its main advantages and also suggests a few possible improvements, which could really make it a much better alternative to other similar, paid services. [ABSTRACT FROM AUTHOR]

This review looks at the Android version of the Oxford Advanced Learner's Dictionary, with its latest (10th) edition, made available on Google Play in early 2020. It discusses both the dictionary's strengths, especially in terms of quality and quantity of content and also its weaknesses, mainly relating to form / usability and certain controversial marketing strategies of Oxford University Press. [ABSTRACT FROM AUTHOR]

Based on some of the fundamental tenets of the Lexical Approach, this article suggests two noticing and recording strategies of specialised lexis for class and independent use with B1-C2 students of English enrolled on university level ESP courses. Drawing on extensive personal teaching experience, the author weighs the pros and cons of both strategies, while also making the case for a more modern (digital) methodology to assist with their implementation through an informed empowerment of students. [ABSTRACT FROM AUTHOR]

Ludwig Guru is an online sentence search engine available as a free or as a paid webbased service targeted at native and non-native speakers using written English professionally and on a regular basis. This review highlights its main advantages for teachers, students, writers, translators etc. as an advanced tool while also arguing the case for its effectiveness and utility as a language aid from a mainstream vs. a niche point-of-view. [ABSTRACT FROM AUTHOR]

This article is a brief analysis of a series of three books dealing with advanced idiomatic/colloquial everyday English, from the perspective of the Lexical Approach; special emphasis is laid on the author's indisputable originality towards a final product that definitely breaks the mould in an ELT book market that has remained largely traditional, both in content type and method. The practicality implied by the nature of this series of books is supported by some of the central tenets of the Lexical Approach. [ABSTRACT FROM AUTHOR]

This review looks at the Android version of the Oxford Advanced Learner's Dictionary, with its latest (10th) edition, made available on Google Play in early 2020. It discusses both the dictionary's strengths, especially in terms of quality and quantity of content and also its weaknesses, mainly relating to form / usability and certain controversial marketing strategies of Oxford University Press. [ABSTRACT FROM AUTHOR]

Based on some of the fundamental tenets of the Lexical Approach, this article suggests two noticing and recording strategies of specialised lexis for class and independent use with B1-C2 students of English enrolled on university level ESP courses. Drawing on extensive personal teaching experience, the author weighs the pros and cons of both strategies, while also making the case for a more modern (digital) methodology to assist with their implementation through an informed empowerment of students. [ABSTRACT FROM AUTHOR]

Noticing and recording quality language input through contextualised chunks has long been one of the most practical and important recommendations of the Lexical Approach, both in the case of general English towards higher-level fluency and of ESP in terms of exactness of terminology building on general fluency. However, ELT books have often fallen short of suggesting workable techniques for language recording and retrieval by students of English. In this article I will be looking at a number of such shortcomings and suggest a practical implementation guided by straightforward principles of universal usability, practicality and relevance in what concerns the triad noticing-recordingretrieval of language input. [ABSTRACT FROM AUTHOR]

ESP teaching is not a mere continuation of ELT focus and approaches, but an altogether different educational paradigm with paramount final language learning consequences for the main stakeholders: university students enrolled on business English courses with a view to language mastery and practical use in their future careers. This article attempts to make a case for the role of the ESP teacher as an empowering factor in students' independence and assumption of responsibility towards success in using English as a future workplace skill. A theoretical section outlines the rationale of the author's argument, complemented by a practical hands-on demonstration in the form of a concise guide for ESP teachers at tertiary level. [ABSTRACT FROM AUTHOR]

Successful language acquisition has long been a moot point for EFL linguists, teachers and ESOL students. As a consequence, ELT resources have been undergoing various shifts in language focus and methodology to the point where new approaches break away from tradition by empowering students in their effort to take charge of their own learning in a highly developed technological age, where access to a whole array of resources has become commonplace - the Internet, smartphone / tablet apps, multimedia support etc. This paper looks at these shifts from the point of view of the learner as the end-user of existing facilities but also based on a new role assigned to the language teacher: that of a 'manager' whose purpose is to equip students with the skills necessary towards their independence in language acquisition techniques. Namely, by taking account of the main precepts of the Lexical Approach, I will attempt to make a case for the presence, manipulation and putting to good use of language usage examples to be found in present ELT resources, with a focus on learner's dictionaries and self-study books. [ABSTRACT FROM AUTHOR]

Traditionally, learner dictionaries have been regarded as ancillary tools facilitating language acquisition. Many students (and teachers) still consider them `optional`, relying on basic (or even simplistic) `reminders` of word usage through overused `formulaic` student-teacher exchanges like `Teacher, what does [word] X mean` / `[Word] X means ...`. Students in general and ESP students in particular are thus continuing a `tradition` that is relatively behind the times, leaving many of the existing technological advances in dictionary availability, design and functionality sorely under- / misused. This article analyses this issue from the practical perspectives implied by class teaching / guidance and selfstudy by suggesting a practical guide to effective dictionary use on the part of both teachers and students. [ABSTRACT FROM AUTHOR]

Learner's dictionaries have been widely acknowledged as indisputably essential tools that facilitate success in attaining a high level of English. In the last decade or so, lexicographers and corpora builders have been working in conjunction with educators and ELT publishers on how to best integrate their findings or product development results with students' efforts in language acquisition and mastering. More recently, such undertakings have also been keeping up with the times, by making use of the latest technological advances in information and communication, through media like the Internet, CD / DVDROMS and operating systems like iOS and Android. This paper will take stock of these developments by suggesting, from a hands-on perspective, a concise analysis of the latest Android apps, with their usefulness for students in mind. [ABSTRACT FROM AUTHOR]

While ready-made ESP course books and other resources can prove useful per se, in variable-dependent situations such as ESP teaching and testing at tertiary level, customised approaches have to be taken to ensure compliance with the existing variables towards effectiveness and coherence. This paper explores one such instance, arguing for integrated language skills in teaching and testing, based on the author's experience as a teacher / tester / syllabus writer within the framework provided by a clearly delineated academic context. [ABSTRACT FROM AUTHOR]

One of the most practical applications of English corpora is their employment as validating sources for EFL / ELT products - from the traditional course books to the modern electronic learner dictionaries. The Lexical Approach, articulated in the early 1990s, has broken new ground, both in theory and in practice. New and bold methodologies have started to emerge in response to the challenges facing language acquisition in our contemporary world, one inhabited by a generation of non-native speakers of English equipped with a skill hardly available just a few decades ago - computer literacy. While not a review per se of learner dictionaries and course books, within the framework outlined above, my paper takes account of the Lexical Approach as a theoretical basis informing teaching and learning methodologies aided by the latest EFL / ELT corporaderived resources for students, teachers and other professionals who learn and use English as a second language. [ABSTRACT FROM AUTHOR]

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Information about papers discussed at the Fifth Corpus Linguistics 2009 Conference hosted by the University of Liverpool in England on July 20 to 23, 2009 is presented. Topics include methodological aspects relating to the use of proprietor corpora by publishers, language learning and language software. The conference was attended by 300 speakers from around the world and was run by several universities including Liverpool, Birmingham and Lancaster.