Dr Richard Badger
Senior Lecturer in Education
Before I came to Leeds, I spent nine years at the University of Stirling and before that I worked in Further Education in Coventry. I have taught in Malaysia, Nigeria and Algeria.
My research interests are
- academic literacy, and in particular how students learn from lectures,
- the use of peer feedback in writing,
- the notion of authenticity in ELT,
- what ESP teachers deal with unfamiliar subject knowledge,
- Argument and conflict in academic discourse and in particular Applied Linguistics.
- Differences between how native and non-native speakers of English deal with the listening paper in IELTS
Funded Research Projects
A comparative study of the interaction between teaching methodology and student motivation in IELTS preparation courses in the UK and India’ (Badger, Lamb, Chattopadhyay and Bradford), current.
The use of tactics and strategies by Chinese students in the listening component of IELTS (UK1213-IELTS) published as Badger & Yan (2009).
To what extent is communicative language teaching a feature of IELTS classes in China? (UK1405 IELTS).
Selected Recent presentations
April 2011 IATEFL Conference, Brighton, The real thing! Authenticity and the teaching of listening.
April 2010 IATEFL Conference, Harrogate, Getting real: changing conceptions of authenticity.
September 2008 BAAL Conference, Swansea, Taking the measure of PowerPoint.
June 2008 IVACS Conference, Limerick, Ireland. Retextualisation and appropriation: a corpus based approach to learning in lectures
May 2006. BAAL/CUP Seminar, Warwick University. Learning from Multimedia lectures.
September 2005. BAAL Conference. University of Bristol. Argument and identity across academic disciplines: a corpus based approach
September 2005. Language in the Media. University of Leeds. The uses of grammar: how newspapers use the term grammatical.
With Aisha Walker, I am the co-ordinator for the MA Programmes in TESOL & ICT in the School of Education.
I am currently supervising doctoral students in the following areas
- factors influencing the adoption of ICT in a Chinese university
- the development of academic literacy by non-native speakers of English during their foundation year
- the extent to which listening classes prepare students for real life listening
- the approaches to reading adopted by students of English in Libya
- how Syrian students use electronic literacy to express their identity
- the role of blogging in English language development
- how to help the devlop the listening strategies used by Saudi students in English.
Teaching and Learning the English Language A Problem-Solving Approach (Bloomsbury Publishing, 2018),
‘Making it Real: Authenticity, Process and Pedagogy’, Applied Linguistics, 31.4 (2010), 578-582,
‘In a strange and uncharted land: ESP teachers' strategies for dealing with unpredicted problems in subject knowledge during class’, ENGL SPECIF PURP, 28.1 (2009), 19-32,
‘Purposeful change? Changing the teaching of reading in a regional university in Pakistan’, System, 35(4) (2007),
‘A comparative study of peer and teacher feedback in a Chinese EFL writing class’, Journal of Second Language Writing, 15.3 (2006), 179-200,
‘A process genre approach to teaching writing’, ELT Journal, 54.2 (2000), 153-160,
‘To what extent does IELTS encourage communicative language teaching in Chinese IELTS classes?’, in IELTS research reports (Sydney: IDP: IELTS Australia and British Council, 2012),
‘The use of tactics and strategies by Chinese students in the Listening component of IELTS’, in Studies in language testing 34: IELTS collected papers 2 : research in reading and listening assessment, ed. by Taylor L and Weir C, Studies in language testing (Cambridge: Cambridge University Press, 2012), 34, 454-486,