Journal Publications and Professional Development Activities
Selected Publications
Helping to match expectations and reality
Roy Arthur Edwards
Modern English Teacher, Vol 33 No 1, ​pp. 66–70 (2024)
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International students inevitably face challenges during the initial entry stage due to the contrast between somewhat idealised expectations and the reality of the overseas university encounter. This article introduces a new pre-arrival induction course that attempts to pre-empt cross-cultural pressures that can lead to the debilitating experience of culture shock.
Helping language teachers to address time management challenges faced by students from polychronic cultures at international universities
Roy Arthur Edwards
The Teacher Trainer, Vol 34 No 1, pp. 5–11 (2020)
This article, based on research at several international universities, explores the time management challenges commonly faced by overseas students. The primary conclusion is that the tendency to submit work at the last minute is not related to procrastination, but to the cultural influence of polychronic time orientation.
Planning, writing and proofreading
Roy Arthur Edwards
Modern English Teacher, Vol 29 No 3 (2020)
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This, the third article in the series, focuses on the teaching of the process of planning, writing, and proofreading effective summaries. The primary argument is that learning a systematic process of how to summarise effectively will reduce plagiarism, together with the temptation towards engaging in various forms of academic dishonesty.
Identifying key information and making effective notes
Roy Arthur Edwards
Modern English Teacher, Vol 29 No 2 (2020)
This is the second in a short series of three articles on the process of writing effective summaries. This article examines how to distinguish credible academic from non-academic sources, the research process, the placement of information in academic texts, proficient note-making, and ends with the construction of a thesis position.
Understanding the purpose of summaries in relation to assigned tasks
Roy Arthur Edwards
Modern English Teacher, Vol 29 No 1, pp. 12–16 (2020)
This is the first in a short series of three articles on the process of writing effective summaries. An ability to summarise texts is an essential core skill requirement for university students. This article focuses on the initial stage of understanding the purpose of summaries in relation to specific assigned tasks.
Why should we be so learner-centred?
Roy Arthur Edwards, Umair Ahsan
Modern English Teacher, Vol 28 No 4, pp. 39–43 (2019)
This article aims to encourage faculty-based EAP educators to re-evaluate the ways in which an adapted Confucian-based teacher-centred learning approach can often be more appropriate than student-centred methods during the initial stages of the university faculty learning experience.
Addressing student procrastination: an issue of personality or culture
Roy Arthur Edwards
Modern English Teacher, Vol 25 No 1, pp. 7–11 (2016)
Student procrastination is now linked to impulsive-indulgent behaviour for short-term gratification. However, in societies like China, members are socialised to show restraint and pursue long-term gratification. Therefore, the tendency to delay work on extended assignments in such societies requires an alternative explanation rooted in cultural values, rather than personal characteristics.
Critical thinking skills in the process of academic writing
Roy Arthur Edwards
Modern English Teacher, Vol 22 No 1, pp. 5–11 (2013)
Critical thinking is now acknowledged as an essential component on EAP programmes. This article explores the extent to which CT can be taught as independent transferable skills, while arguing that the development of CT must be integrated within the core academic communication skills curriculum.
Teaching academic communication skills at university
Roy Arthur Edwards
Modern English Teacher, Vol 21 No 4, pp. 4–10 (2012)
This article explores the key aspects of academic communication skills programmes taught at university and the contrast with the teaching of TESOL in terms of the learning objectives, curriculum and intended outcomes. The primary target audience are teachers of general English currently considering a career move to university teaching.
Academic writing and time management in a cultural context
Roy Arthur Edwards, Yang Xu
English Teaching in China, No 1, pp. 18–22 (2012)
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This article examines the influence of the contrasting cultural concepts of polychronic and monochronic time on student behaviour at an international university in China. More specifically, the extent to which a polychronic orientation towards time management can exacerbate last-minute student activity in response to assignments is critically evaluated.
Development opportunities for the organisation
Roy Arthur Edwards
Modern English Teacher, Vol 20 No 1, pp. 69–72 (2011)
This is the fourth article in a series on aspects of teacher development. This contribution addresses some of the common concerns expressed by management towards such initiatives, while emphasising the positive advantages to the organisation of participating in a coherent development programme.
Taking ownership of a development programme
Roy Arthur Edwards
Modern English Teacher, Vol 19 No 4, pp. 50–54 (2010)
In contrast to training, which is a management function and job requirement, development is a voluntary activity and teacher led responsibility which does not necessarily require the participation or consent of the organisation. This is the second article in a short series on the fundamental differences between training and development.
Training and professional development
Roy Arthur Edwards
Modern English Teacher, Vol 19 No 3, pp. 56–59 (2010)
The contrasting roles of Professional Development and Training have become increasingly confused in the minds of many individuals and organisations to the detriment of both essential functions. This article will explore why this has occurred and the consequences of such confusion, while highlighting the distinct differences between development and training.
Teachers as action researchers
Roy Arthur Edwards
Modern English Teacher, Vol 19 No 2, pp. 64–66 (2010)
Professional development has typically become a sexy concept for management. In contrast, professional educators often perceive such initiatives as yet another time demand on an already overcrowded schedule. This article presents an approach to teacher-led professional development that has proven successful, so far, in the UK, China, and Japan.
Interpreting classroom behaviours based on monochronic and polychronic time orientations
Roy Arthur Edwards
TESOL International Association: HEIS News, Vol 29 No 1, pp. 3–9 (2010)
This article explores contrasting cross-cultural behavioural expectations that can trigger a clash between the domestic student community and international educators from the Anglo cluster of nations. While several cultural values influence relationships, the primary factor is a clash between polychronic and monochronic time orientation.
Professional Development Activities
An online EMI/CLIL seminar on
Practical benefits of critical thinking in a cross-cultural context
Roy Arthur Edwards
Sophia University in Tokyo, Japan
22 January 2021
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The aim of this professional development programme was to explore a range of practical strategies to develop critical thinking skills at an international university. Initially, cross-cultural influences that can inhibit critical expression were explored. Finally, classroom materials promoting critical engagement in students were evaluated.
An internal lecture on
Plagiarism and wilful dishonesty
Roy Arthur Edwards
Abdullah Gul University in Kayseri, Turkey
15 January 2020
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The aim of this professional development programme was to examine the common triggers for student plagiarism and recourse to academic dishonesty. Moreover, faculty educators were introduced to how to identify various types of plagiarism based on evaluation of anonymised examples form of student assignment submissions.
A CLIL professional development workshop on
Developing academic communication skills: a practical approach for teachers when designing content-based programmes
Roy Arthur Edwards
Sophia University in Tokyo, Japan
28–29 March 2013
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The aim of this professional development programme was to investigate challenges experienced by educators at an international university when developing academic communication skills. The focus was based on an exploration of the influence of the cultural context and the development of critical thinking.