case study for english language teaching

Teaching English

Teachers' zone, using case studies in the esl classroom, by lynne hand.

The terminology surrounding "case studies" tends to be confusing, running the gamut from simply "case," to "case history," "case analysis," "case problem," and the familiar "case study".

As you know I am always on the look out for original materials for use in my classes. I find that my students appreciate real world experiences in the classroom and case studies provide them with real life situations for discussion and evaluation. They are particularly useful for business English classes. Jolliffe writes, "through class discussions of the situations and people in the cases, students will hone their insights, perceptions, thought processes and interpersonal skills. . ." .

According to Silverman the following two factors are as important in Case Study Teaching as they are in any other forms of teaching, perhaps even more so, because an instructor has less control with case discussion than other forms of teaching.

• What do you want students to learn from the discussion of the case?
• What do they know already that applies to the case?
• What are the issues (central and peripheral) that may be raised in discussion?
• Can the case "carry" the discussion (Is it appropriate to your objectives)?
• how the case and discussion will be introduced
• preparation expected of students (written, submitted, papers?)
• the opening question(s)
• how much time is needed for the issues to be discussed
• concepts to be applied and/or extracted in discussion
• concluding the discussion
• evaluating the discussion (students', your own)
• evaluating the participants (grades for participation?)

Running a case study

To get started – select a short case study that covers the skills you want your students to practise. Read it several times and consider how it fits with your student-learning objectives for the class (you need to think about why you are teaching this case at this time).

Arrange the classroom so that students can talk face-to-face.

Prepare a set of questions for students to write out as homework before running the case in class.

For class, prepare another set of questions to move students through the stages of case analysis.

Who are the people in the case? Where is the case study situated? Why has the situation (problem) occured? What possibilities for action are there? How should the people in the case study proceed?

At the end conduct a teacher-led summary and conclusion discussion, assessing what your students have achieved.

Silverman, Welty, An Introduction to Cases, Pace University Center for Case Studies (1997)

Jolliffe, Lee B. Industry's Team Approach to Classroom Projects , Journalism Educator , Summer 1991

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• Case studies, insights and research

Language teaching experiences during Covid-19

The purpose of this research is to inform the understanding of teachers, trainers, managers and policy makers about the perceived impact of remote teaching on language teaching experiences during Covid-19.

This research report gives voice to 1102 language professionals across 49 countries around the world and explores their teaching experiences at the height of Covid-19. Following a mixed-methods approach, it sheds light on their perceptions, challenges and opportunities as language instruction shifted online, and discusses what can be learned in light of this. As the educational community recovers from the pandemic, this study can assist teachers, trainers, managers and policy makers in developing more robust pedagogical approaches to online and blended language education; not only as an emergency response but also as a way of re-thinking language teaching, learning, and assessment.

Watch a webinar presentation about the research.

Click or tap to read a review of the publication, written by Andy Hockley

About the author

Sophia Mavridi is a lecturer in digital technologies and English language teaching at De Montfort University in the UK. Her research focuses on online and digital language learning and the increasingly important role of digital literacies in language education.

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Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

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Journal for Multicultural Education

ISSN : 2053-535X

Article publication date: 30 November 2020

Issue publication date: 4 June 2021

This paper aims to deal with the processes and experiences of teaching English as an additional language (AL). More specifically, it deals with the research question of which teaching methods are used when teaching English as AL and why.

Design/methodology/approach

It concerns a case study approach conducted in an English primary school situated in North Yorkshire, where bilingual pupils also participate. The research methods used include observations in the classroom and in the playground, interviews with the teachers and the bilingual pupils of the school, as well as analysis of policy school documentation related to the topic examined.

The picture revealed by this study suggests that a number of different approaches and teaching methods, which contribute to teaching English as an AL, are used. The results indicate that great importance is attributed to teacher-pupil and pupil-pupil interaction, as well as to the employment of specific teaching techniques such as key visuals, corrective feedback. In addition, certain types of questions are addressed to bilingual pupils depending on their current language proficiency level. Teachers seem to emphasise the significance of activating the prior knowledge of non-native speakers (NNS). Progression in the content of the activities set, motivation and differentiation are seen as important. The implementation of the aforementioned approaches and teaching methods are supported by the policy and organisation of the school, where the research study was conducted.

Originality/value

As stated in the National Curriculum and within the framework of inclusion, all pupils for whom English is not their first language have to be provided with opportunities to develop the English language, the acquisition of which will help them to have access and take part in all subject areas. The present study explores what certain teaching approaches and methods can provide NNS with equal opportunities to develop English as an AL and why.

• Primary education
• Teaching methods
• English as an additional language

Tsaliki, E. (2021), "Teaching English as an additional language: a case study approach", Journal for Multicultural Education , Vol. 15 No. 1, pp. 52-67. https://doi.org/10.1108/JME-02-2020-0005

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Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

Language Mindset, Anxiety, and Proficiency: What Does Path Analytic Approach Indicate?

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• Published: 13 May 2024

Cite this article

• Mohammad Amini Farsani   ORCID: orcid.org/0000-0002-0249-1996 1 &
• Shadi Sadat Seyedshoja 1  

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Students act according to their beliefs and mindsets. Being aware of such individual differences can help L2 teachers make sound and evidence-based educational decisions. Having said this, the purpose of the current study was to explore the relationship among language mindset, language proficiency, and anxiety through a path analysis in an EFL context at different proficiency levels. The study involved 500 Iranian English learners in six private language institutes. The instruments used were a modified version of the language mindset, foreign language anxiety, and self-reported proficiency. The path-analytic results revealed that the model with the three variables enjoyed a good fit, confirming an interrelationship among L2 language mindset, anxiety, and proficiency. Furthermore, the study also reported a significant relationship between mindset, anxiety, and language proficiency. Negative attitudes towards learning a foreign language, such as fear of negative evaluation, bad experiences in the classroom, and students’ beliefs about their abilities, have a significant association with L2 anxiety. In addition, students with higher levels of proficiency have more positive mindsets and experience less anxiety than their counterparts. We discuss the implications of these findings for EFL learners and teachers.

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Amini Farsani, M., Seyedshoja, S.S. Language Mindset, Anxiety, and Proficiency: What Does Path Analytic Approach Indicate?. Asia-Pacific Edu Res (2024). https://doi.org/10.1007/s40299-024-00857-y

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English Language Learners' Attitudes Towards Bilingualism: Chicago Suburbs Case Study

• Ivana Edmonds University of Ljubljana

This study assumes that the native language of immigrants and their descendants in the US is not equally cherished as the dominant language of the host country. The goal of the study was to examine English as a second language (ESL) high school Hispanic students’ attitudes towards their home language (L1), English (L2), and bilingualism in their high school in the Chicago area, USA. The research, which includes sixty respondents, was based on an online questionnaire that was conducted in the selected high school. The results of the study showed generally positive attitudes towards the L1, L2, and bilingualism/the bilingual program by the English language learners. However, the results suggest a need for a different bilingual program, more additive in nature, which will include L1 instruction and offer better support, particularly for the lower English proficiency learners. In turn, it will prevent students from becoming monolingual in their second language. Moreover, the results also suggest that further research is needed after integration of the proposed bilingual program, which would prompt changes that would increase its effectiveness and measure students′ achievement patterns. This study offers suggestions for teachers and policymakers for improvement of their bilingual program at their school, while keeping the students′ interests in mind.

Author Biography

Ivana edmonds, university of ljubljana.

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