Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Research Students

Professor Simon Borg

Visiting Professor of TESOL

I have been involved in TESOL for over 25 years, working as a teacher, teacher educator, lecturer, researcher and consultant in a range of international TESOL contexts.

Updated information about my activities is available at http://simon-borg.co.uk/  

Research Interests

My key areas of research in TESOL are language teacher cognition, teacher professional development and teacher research.

My book on these issues is 'Teacher Cognition and Language Education'. 

Also published in 2013: Teacher research in language teaching (Cambridge University press)

A list of my publications is available here.


Please visit http://simon-borg.co.uk/presentations/ for details of recent and forthcoming presentations.




PhD Supervision

I continue to supervise PhD students working in the broad area of language teacher education and development. New students can contact me if they have a proposal to discuss. 


Key Publications


  • Borg S, Teacher research in language teaching: A critical analysis (Cambridge, UK: Cambridge University Press, 2013)

  • Borg S, Teacher cognition and language education: research and practice (London: Continuum, 2006)

Journal Articles

  • Borg S, Alshumaimeri Y, ‘University teacher educators' research engagement: Perspectives from Saudi Arabia’, Teaching and Teacher Education, 28.3 (2012), 347-356
    DOI: 10.1016/j.tate.2011.10.011

  • Borg S, Liu, Y., ‘Chinese College English teachers’ research engagement’, TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect 2012
    DOI: 10.1002/tesq.56

  • Borg S, Al-Busaidi, S., ‘Teachers’ beliefs and practices regarding learner autonomy’, ELT Journal, 66.3 (2012)
    DOI: 10.1093/elt/ccr065

  • Ong'Ondo C, Borg S, ‘We teach plastic lessons to please them” – The influence of supervision on the practice of English language student teachers in Kenya’, Language Teaching Research, 14.3 (2011), 509-528
    DOI: 10.1177/1362168811412881

  • Wyatt M, Borg S, ‘Development in the practical knowledge of language teachers: a comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East’, Innovation in Language Learning and Teaching, 5.3 (2011), 233-252
    DOI: 10.1080/17501229.2010.537340

  • Borg S, ‘Language teacher research engagement’, Language Teaching, 43.4 (2010), 391-429

  • Borg S, ‘English Language Teachers' Conceptions of Research’, Applied Linguistics, 30.3 (2009), 355-388

  • Borg S, Burns A, ‘Integrating Grammar in Adult TESOL Classrooms’, Applied Linguistics, 29.3 (2008), 456-482

  • Phipps, S., Borg S, ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, 37.3, 380-390
    DOI: 10.1016/j.system.2009.03.002


  • Borg S, ‘Language teacher education’, in The Routledge Handbook of Applied Linguistics, ed. by Simpson J (London: Routledge, 2011), 215-228

  • Borg S, ‘Language teacher cognition’, in The Cambridge Guide to Second Language Teacher Education, ed. by Burns A and Richards JC (Cambridge: Cambridge University Press, 2009), 163-171

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