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Joseph Siegel

Title: Senior Lecturer School/office: School of Humanities, Education and Social Sciences

Email: joseph.siegel@oru.se

Phone: +46 19 303000

Room: F3155

Research subject

English

Research environments

Center for Research in the Humanities

About Joseph Siegel

Joseph Siegel teaches English in teacher education, where he focuses mainly on language teaching pedagogy and classroom practices. He also teaches courses on pragmatics, classroom interaction, research methodology, and action research for the language classroom.

Joseph Siegel has a PhD in Applied Linguistics from Aston University, UK. His doctoral thesis focused on the teaching of listening strategies in second language (L2) education. He leads several research projects on language teaching pedagogy, including the ways in which note-taking is conceived and taught in the L2 classroom and how L2 learners develop spoken pragmatic knowledge and abilities. He is also currently co-editing a collection of works titled “International Perspectives on Teaching the Four Skills in ELT” with Professor Anne Burns, University of New South Wales, Australia.

Research projects
Publications

Active projects

Investigating the pedagogic needs of English teachers

Completed projects

Understanding and Innovating Note-taking Pedagogy in Secondary School: An Action Research Project

Publications

Articles in journals

Siegel, J. (2023). Translanguaging options for note-taking in EAP and EMI. ELT Journal, 77 (1), 42-51.
Siegel, J. & Kusumoto, Y. (2022). A cross-cultural investigation of L2 notetaking: student habits and perspectives. Journal of Multilingual and Multicultural Development.
Siegel, J. (2022). Comparing Teacher Priorities and Student Uptake in EMI Lectures: An Exploratory Study. Languages, 7 (1).
Siegel, J. (2022). FACTORS AFFECTING NOTETAKING PERFORMANCE. International journal of Listening.
Siegel, J. (2022). Research into practice: Teaching notetaking to L2 students. Language Teaching, 55 (2), 245-259.
Siegel, J. (2021). Evaluating EAP notetaking textbooks: Eight key questions. Journal of English for Academic Purposes, 50.
Siegel, J. (2021). Retentional effects of notetaking instruction in EAP courses. English Language Teaching, 75 (3), 311-319.
Siegel, J. (2020). Appreciating translanguaging in student notes. English Language Teaching, 74 (1), 86-88.
Siegel, J. (2020). Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use. Language Learning in Higher Education, 10 (1), 73-91.
Siegel, J. (2020). Effects of notetaking instruction on intermediate and advanced L2 English learners: A quasi-experimental study. Journal of English for Academic Purposes, 46.
Siegel, J. , Crawford, M. , Ducker, N. , Madarbakus-Ring, N. & Lawson, A. (2020). Measuring the importance of information in student notes: An initial venture. Journal of English for Academic Purposes, 43.
Siegel, J. (2019). Collaborative action research on notetaking: Simultaneous cycles. The European Journal of Applied Linguistics and TEFL, 8 (2), 77-100.
Siegel, J. (2019). Notetaking in ELT: A focus on simplification. The Language Teacher, 43 (3), 20-24.
Siegel, J. (2019). Notetaking in English language teaching: Highlighting contrasts. TESOL Journal, 10 (1).
Siegel, J. , Broadbridge, J. & Firth, M. (2019). Saying it 'just right': Teaching for pragmatic success in ELT. ELT Journal, 73 (1), 31-40.
Siegel, J. (2019). Teaching lecture notetaking with authentic materials. ELT Journal, 73 (2), 124-133.
Siegel, J. (2018). Did you take "good" notes?: On methods for evaluating student notetaking performance. Journal of English for Academic Purposes, 35, 85-92.
Siegel, J. (2018). Identifying Action Research Needs: A Report from Sweden. IATEFL Teacher training and education SIG newsletter (Spring), 6-8.
Siegel, J. (2016). Listening vocabulary: Embracing forgotten aural features. RELC Journal A Journal of Language Teaching and Research in Southeast Asia, 47 (3), 377-386.

Articles, book reviews

Siegel, J. (2022). Review of: Language use in english-medium instruction at university: international perspectives on teacher practice. Journal of Multilingual and Multicultural Development.

Books

Siegel, J. (2021). Developing Notetaking Skills in a Second Language: Insights from Classroom Research. Abingdon, Oxon: Routledge.
Nation, P. , Benevides, M. , Broadbridge, J. & Siegel, J. (2018). Reading for Speed and Fluency: Book 1 (2ed.). Seoul, Korea: Compass.
Nation, P. , Benevides, M. , Broadbridge, J. & Siegel, J. (2018). Reading for Speed and Fluency: Book 2 (2ed.). Seoul, Korea: Compass.
Nation, P. , Benevides, M. , Broadbridge, J. & Siegel, J. (2018). Reading for Speed and Fluency: Book 3 (2ed.). Seoul, Korea: Compass.
Siegel, J. (2015). Exploring listening strategy instruction through action research. London: Palgrave Macmillan.

Chapters in books

Burns, A. & Siegel, J. (2023). Teaching listening: dichotomies, choices and practices. In: Eli Hinkel, Handbook of Practical Second Language Teaching and Learning (pp. 225-237). New York: Routledge.
Siegel, J. & Wang, L. (2022). Listening in Academic Contexts. In: Elvis Wagner, The Routledge Handbook of Second Language Acquisition and Listening. London and New York: Routledge.
Siegel, J. (2020). English medium instruction (EMI) lectures. In: The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ, USA: John Wiley & Sons.
Siegel, J. (2019). Assessment of Note Quality in TESOL. In: John Liontas, The TESOL Encyclopedia of English Language Teaching. Hoboken, New Jersey, USA: John Wiley & Sons.
Siegel, J. (2019). Notetaking in TESOL. In: John Liontas, The TESOL Encyclopedia of English Language Teaching. Hoboken, New Jersey, USA: John Wiley & Sons.
Siegel, J. (2018). Learning Second Language Listening. In: Jack Richards and Anne Burns, The Cambridge Guide to Learning English as a Second Language. Cambridge: Cambridge University Press.
Siegel, J. (2018). Listening for Gist. In: The TESOL Encyclopedia of English Language Teaching. Hoboken, New Jersey, USA: John Wiley & Sons.
Siegel, J. (2018). Researching Listening Through Action Research. In: The TESOL Encyclopedia of English Language Teaching. Hoboken, New Jersey, USA: John Wiley & Sons.
Siegel, J. (2018). Teaching Bottom‐Up and Top‐Down Strategies. In: The TESOL Encyclopedia of English Language Teaching. Hoboken, New Jersey, USA: John Wiley & Sons.
Siegel, J. & Burns, A. (2017). Future directions for the four skills. In: Anne Burns, Joseph Siegel, International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing (pp. 249-254). Cham: Palgrave Macmillan.
Firth, M. , Broadbridge, J. & Siegel, J. (2017). Pragmatic development and study abroad: Building and maintaining competence. In: Tim Stewart, TESOL Voices: Insider accounts of classroom life: Higher education (pp. 81-90). Alexandria, Virginia: TESOL Press.
Burns, A. & Siegel, J. (2017). Teaching the four language skills: Themes and issues. In: Anne Burns, Joseph Siegel, International Perspectives on Teaching the Four Skills in ELT (pp. 1-20). Cham: Palgrave Macmillan.
Siegel, J. , Broadbridge, J. & Firth, M. (2016). Teach your students a lesson about threats. In: Donna Tatsuki & Donna Fujimoto, Back to Basics: Filling the gaps in pragmatics teaching materials (pp. 98-107). . Jalt Pragmatics Sig.

Collections (editor)

Burns, A. (ed.) & Siegel, J. (ed.) (2017). International Perspectives on Teaching the Four Skills in ELT (1ed.). Cham: Palgrave Macmillan (International perspectives on English language teaching ).

Conference papers

Siegel, J. (2019). Identifying priorities for Action Research in Swedish EFL classrooms. In: Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Klassrumsforskning och språk(ande) (Classroom research and language/languaging) Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018). Paper presented at ASLA-symposiet, Karlstad, Sweden, April 12-13, 2018. (pp. 259-278). Karlstad: Karlstad University Press.