Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor Simon Borg's Publications


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

  • Sasajima S, Borg S, Gengo Kyoshi Ninchi no Kenkyu (Language Teacher Cognition Research) (Tokyo: Kaitakusha, 2009)

  • Borg, S., Researching English language teaching and teacher development in Oman (Muscat: Ministry of Education, Oman, 2009)

  • Borg S, Investigating English Language Teaching and Learning in Oman (Ministry of Education, Oman, 2008)

  • Borg S, Classroom Research in ELT in Oman (Muscat: Ministry of Education, Sultanate of Oman, 2006)

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

  • Beaven B, Borg S, The role of research in teacher education (Whitstable, Kent: IATEFL, 2003)

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

  • Borg S, ‘Doing Action Research in English Language Teaching. A Guide for Practitioners’, ELT J, 65.4 (2011), 485-487
    DOI: 10.1093/elt/ccr052

  • 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

  • Barkhuizen G, Borg S, ‘Researching language teacher education’, LANG TEACH RES, 14.3 (2010), 237-240

  • 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

  • Borg S, ‘English Language Teachers’ Beliefs About Research: Perspectives From The Netherlands’, Levende Talen [Journal of the Dutch Association of Modern Language Teachers], 9.3 (2008), 3-13

  • Borg S, Ioannou-Georgiou S, ‘IATEFL research publications’, Language Teaching, 41.3 (2008), 431-443-431-443

  • Borg S, ‘Research engagement in English language teaching’, Teaching & Teacher Education, 23.5 (2007), 731-747
    DOI: 10.1016/j.tate.2006.03.012

  • Phipps S, Borg S, ‘Exploring the relationship between teachers' beliefs and their classroom practice’, The Teacher Trainer, 21.3 (2007), 17-19

  • Borg S, ‘Understanding what teachers think about research’, The Teacher Trainer, 21.2 (2007), 2-4-2-4

  • Borg S, ‘English language teachers’ views of research: Some insights from Switzerland’, ETAS Newsletter, 24.2 (2007), 15-18-15-18

  • Borg S, ‘Conditions for teacher research’, English Teaching Forum, 44.4 (2006), 22-27-22-27

  • Borg S, ‘The distinctive characteristics of foreign language teachers’, Language Teaching Research, 10.1 (2006), 3-31
    DOI: 10.1191/1362168806lr182oa

  • Borg S, ‘Teachers’ involvement in TESOL research’, TESOL Matters, 13.2 (2003), 1-8-1-8

  • Borg S, ‘Teacher cognition in grammar teaching: a literature review’, Language Awareness, 12.2 (2003), 96-108-96-108

  • Borg S, ‘Teachers involvement in TESOL research’, TESOL Matters, 13.2 (2003), 1-8

  • Borg S, ‘Teachers, researchers, and research in TESOL: seeking productive relationships’, TESOL Matters, 13.3 (2003), 1-4-1-4

  • Borg S, ‘Research in the lives of TESOL professionals’, TESOL Matters, 13.1 (2003), 1-5-1-5

  • Borg S, ‘Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do’, Language Teaching, 36.2 (2003), 81-109
    DOI: 10.1017/S0261444803001903

  • Borg S, ‘The research journal: a tool for promoting and understanding researcher development’, Language Teaching Research, 5.2 (2001), 156-177
    DOI: 10.1191/136216801678766895

  • Borg S, ‘Self-perception and practice in teaching grammar’, ELT Journal, 55.1 (2001), 21-29
    DOI: 10.1093/elt/55.1.21

  • Borg S, ‘The use of grammatical terminology in the second language classroom: A qualitative study of teachers' practices and cognitions’, Applied Linguistics, 20.1 (1999), 95-126-95-126

  • Borg S, ‘Studying teacher cognition in second language grammar teaching’, System, 27.1 (1999), 19-31-19-31

  • Borg S, ‘Teachers' theories in grammar teaching’, ELT Journal, 53.3 (1999), 157-167

  • Borg S, ‘Data-based teacher development’, ELT Journal, 52.4 (1998), 273-281

  • Borg S, ‘Teachers' pedagogical systems and grammar teaching: A qualitative study’, TESOL Quarterly, 32.1 (1998), 9-38

  • Borg S, ‘Talking about grammar in the foreign language classroom’, Language Awareness, 7.4 (1998), 159-175-159-175

  • Borg S, ‘Data-based teacher development’, ELT Journal, 52.4 (1998), 273-281-273-281

  • Borg S, ‘The good teacher trainer’, The Teacher Trainer, 12.2 (1998), 7-10-7-10

  • Borg S, ‘Conflict in process-oriented teacher training’, The Teacher Trainer, 9.1 (1995), 15-17-15-17

  • Borg S, ‘Language awareness as methodology: implications for teaching and teacher education’, Language Awareness, 4.1 (1994), 1-11-1-11

  • Borg S, ‘Planning training sessions’, The Teacher Trainer, 8.1 (1994), 20-22-20-22

  • Borg S, ‘Trainee interaction on participant-centred postgraduate courses’, The Teacher Trainer, 7.3 (1993), 6-8-6-8

  • 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

  • Orafi, S.M.S., Borg S, ‘Intentions and realities in implementing communicative curriculum reform’, System, 37.2, 242-253
    DOI: 10.1016/j.system.2008.11.004


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

  • Borg S, ‘Teacher cognition and teaching languages to young learners’, in Learning and teaching languages in the early years, ed. by Pižorn K (Ljubljana: National Institute of Education, Slovenia, 2009), 334-357

  • 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

  • Borg S, ‘Teacher research in English language teaching’, in Investigating English language teaching and learning in Oman, ed. by Borg S (Muscat: Ministry of Education, Oman, 2008), ix-xiii

  • Borg S, ‘Classroom research as professional development’, in Classroom Research in ELT in Oman, ed. by Borg S (Muscat: Ministry of Education, Sultanate of Oman, 2006), ix-xii

  • Borg S, ‘Teacher cognition in language teaching’, in Expertise in Second Language Learning and Teaching, ed. by Johnson K (Palgrave Macmillan, 2005), 190-209

  • Borg S, ‘Experience, Knowledge about Language and Classroom Practice in Teaching Grammar’, in Applied Linguistics and Language Teacher Education, ed. by Bartels N (New York: Springer, 2005), 325-340

  • Borg S, ‘Research education' as an objective for teacher learning’, in The Role of Research in Teacher Education, ed. by Beaven B and Borg S (Whitstable, Kent: IATEFL, 2003), 41-48

  • Borg S, ‘Pulp fiction? The research journal and professional development’, in Extending Professional Contributions, ed. by Murphey T, Professional Development in Language Education (Alexandria, VI: TESOL, 2003), 39-46

  • Borg S, ‘Knowing and doing: in-service training in teaching grammar’, in Grammar Teaching in Teacher Education, ed. by Liu D and Master P (Alexandria, VA:TESOL, 2003), 75-87

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