Designing ELF-aware Lessons in High-Stakes Exam Contexts

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Designing ELF-aware lessons in
high-stakes exam contexts
Nicos C. Sifakis, Natasha Tsantila, Aristea Masina
and Katerina Vourdanou
In ELT contexts, the concept of ELF awareness has been proposed as a means
of developing the skills, strategies, and overall outlook that learners require to
competently participate in ELF interactions. Depending on the teaching context,
this can be a demanding process. We discuss the ELF-aware instructional
interventions carried out by two practitioners working in high-stakes exam
preparation contexts in Greece. These contexts are predominantly Standard
English oriented. The interventions described an attempt to put into practice
the principles of ELF-aware pedagogy, namely awareness of language and
language use, awareness of instructional practice, and awareness of learning.
The innovative aspect of these interventions is that they do not run contrary
to the curriculum of these high-stakes exam preparation classes. On the
contrary, they complement the courseware used in these contexts with authentic
audiovisual materials and original metalinguistic activities that boost learners’
self-confidence as ELF speakers and as candidates of these exams.
Introduction English is now undeniably used ‘successfully on a daily basis’ (VOICE 2013)
in many professional, sociopolitical, educational, personal, and migratory
contexts as the main vehicle of communication among interactants of different
L1s. This global and challenging reality has not left the classroom settings
unaffected as ELT practitioners are called upon to view it as a positive ‘stimulus
for [continuous and critical] reflection’ (Seidlhofer 2011: 191) regarding their
traditional and well-established norm-bound attitudes and classroom practices
(Sifakis 2009). Hence, they could, hopefully, reconsider what they do in their
classes, and redesign and integrate novel and contextually relevant activities,
which can ultimately expose and involve their learners in real-life, intercultural
communication. It is towards this direction that ELF-aware pedagogy (Sifakis
and Bayyurt 2018; Sifakis 2019) can contribute.
ELF-aware pedagogy raises challenges in any typical EFL context, but even
more so in contexts that have a predominant high-stakes exam preparation
orientation (Newbold 2019). As research shows, these contexts tend to be
significantly native-speaker-oriented, as they are targeting the curricula of
high-stakes proficiency exams (Jenkins 2006). It is therefore essential to
see how an ELF-aware perspective could be integrated in such a context.
ELT Journal; doi:10.1093/elt/ccaa031 Page 1 of 11

© The Author(s) 2020. Published by Oxford University Press; all rights reserved.
It would also be interesting to see how such a perspective could inform
the development of ELF-aware language learning materials, or even the
Downloaded from https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccaa031/5894855 by Dana Medical Library, University of Vermont user on 24 August 2020
adaptation of existing textbooks, that responsibly respond to the need
for a reconceptualization of ‘the foundations of “what constitutes good
English”’ (McDonough, Shaw, and Masuhara, 2013: 47).
This paper responds to the above need by presenting the ELF-aware
instructional interventions carried out by two practitioners working in
high-stakes exam preparation contexts in Greece. These interventions
attempt to put into practice the principles of ELF-aware pedagogy. The
innovative aspect of these interventions is that they do not disregard
the courseware available to each context (in both cases, a textbook that
prepares learners for the particular high-stakes exam). On the contrary,
they integrate a number of metalinguistic activities that are directly linked
to existing textbook tasks, thereby rendering them ELF-aware.
Principles of ELF awareness is defined as:
ELF-aware the process of engaging with ELF research and developing one’s own
pedagogy understanding of the ways in which it can be integrated in one’s
classroom context, through a continuous process of critical reflection,
design, implementation and evaluation of instructional activities that
reflect and localize one’s interpretation of the ELF construct. (Sifakis
and Bayyurt 2018: 459)
In this sense, becoming ELF-aware is a lot more than simply becoming
aware of ELF. According to Sifakis (2019), ELF-awareness has three
components:
a. Awareness of language and language use, which refers to an engagement
with the linguistic aspects of ELF, i.e. the syntactic, morphological,
lexical, phonological, pragmatic, and sociocultural features of English
produced in interactions involving non-native users both inside and
outside the ELT classroom.
b. Awareness of instructional practice, which refers to teachers’ personal
theories about instruction, such as the function of corrective feedback,
their perceptions and attitudes about normativity, the notion of error,
and their awareness of curricular and textbook-related perspectives and
choices with regard to the above.
c. Awareness of learning, which refers to the impact that learners’ own ELF
interactions and experiences outside or inside the EFL classroom can
have for learning.
In light of the above, an ELF-aware pedagogy would ask that EFL teachers:
• consider the context of the teaching situation (including a specification
of the target situation and an awareness of learners’ preferred learning
strategies)
• expose learners to and engage them in authentic intercultural
communication (by means of exposure to authentic ELF
communication and avoidance of cultural stereotypes)
• enhance learners’ identity as ELF users
• prompt learners’ attitude transformation (with regard to Standard
English, the primacy of the native speaker, etc.), where necessary,
Page 2 of 11 N.C. Sifakis et al.

through appropriate metalinguistic and reflective activities (Andrews
1997; see below for examples).
In what follows, we first present the teaching context of the two ELF-aware
interventions and highlight the broader societal constraints that need to
be considered with regard to high-stakes EFL testing in Greece. We then
present descriptions of the actual lessons developed by the two teachers
and focus on the original ELF-aware interventions added. This is followed
by an evaluation of these interventions with reference to the teachers’ own
reflections on their experience, from training to becoming an ELF-aware
teacher to experimenting with original ELF-aware lessons and to their
learners’ reactions. We end the article with a description of lessons learnt
from the interventions and implications for teacher education.
Context of Societally and culturally, Greece is traditionally a predominantly
the study monolingual, monocultural country. However, the situation has changed
The Greek in the past 20-plus years, with the arrival of refugees, mainly from
educational and countries to the east, which has made Greece an increasingly multilingual,
ELT context multicultural country, a status reflected in most state school settings.
In the education domain, formal education plays a particularly significant
role, in the sense that there is a continuous demand for formal
certification of skills at any level. In the case of foreign language learning,
English dominates by far and certification that is recognized by the state
is considered vital for students’ future professional prospects. This results
in virtually all students sitting high-stakes exams as early as possible in
their school life. It also means that there is a lot of pressure to pursue
private tuition, which can be quite expensive for families. Even the state
school curricula and courseware have recently been linked with high-
stakes exams developed by the Greek state, in an attempt to raise students’
motivation.
The profile of this Our study involved two EFL teachers working in different contexts.
research Aristea works in the private domain, preparing learners for the B2 exam
of Cambridge English. Katerina is a state school teacher who chose to
integrate the B2 specifications set by the State Certificate of Language
Proficiency (Kratiko Pistopiitiko Glossomathias, or KPG for short).
Both exams are high stakes in the sense that the certification they provide
is considered important by the candidates, their families, and by society
in general. Both have an expressly native-speaker orientation. According
to the Cambridge Assessment English website: ‘A B2 First qualification
proves you have the language skills to live and work independently in
an English-speaking country or study on courses taught in English.’
Similarly, the KPG is based on the principles set by the CEFR, which are
predominantly native-speaker-oriented (Hynninen 2014; the recently
revised version of the CEFR has removed the native-speaker reference, but
it has yet to address implications for exams) and it aspires to develop ‘a
multilingual ethos of communication’ (KPG Handbook: 14).
The teachers were introduced to the principles and processes of ELF by
the first two authors and were prompted to develop instructional ELF-
aware interventions for their learners following the principles described
Designing ELF-aware lessons in high-stakes exam contexts Page 3 of 11

above. Both teachers were asked to submit the lesson plans that they
developed for these lessons and also the task sheets of all original
activities. In addition, the first two authors conducted interviews with
both teachers by telephone and on Skype following each teaching session.
These interviews aimed to collect the teachers’ perspectives on designing
the ELF-aware activities, implementing them in their actual teaching, and
evaluating their impact with their learners (see below). All interviews were
recorded.
Both teachers developed and taught original activities that focused on
the teaching of listening and speaking and were linked to tasks already
present in the textbooks that they were using in their current context. The
listening inputs and some tasks were modified by the teachers in line with
the given high-stakes exams context. Katerina’s state high-school setting
involved 46 learners, while Aristea’s context was a private setting, teaching
five different learners, sometimes on a one-to-one basis. All learners were
13–14 years old.
Overall, ten teaching sessions took place: six with Aristea, four of which
were one-to-one lessons (i.e. one learner at a time in a private lesson with
the teacher) and two were group lessons (i.e. two or three learners at a
time in a private lesson with the teacher); and four with Katerina. Aristea’s
textbook was Stay Connected (Burlington), placed at level B1+. Katerina
used Think Teen (published by the Greek state), placed at levels A1, A2,
and B2.
All of these lessons were audio recorded and a large portion of them
transcribed. Both teachers were asked to discuss the impact of these
interventions with their learners at the end of each lesson, without
recording these discussions but making sure they keep detailed notes.
The inputs for the listening activities were specifically selected by the
teachers to meet the demands of the first criterion for ELF awareness,
awareness of language and language use. Aristea used different interviews
with non-native speakers of English found on YouTube: one by
football player Cristiano Ronaldo, an Armenian scientist talking about
environmental issues, and an Indian dermatologist advising her clients
and providing them with skincare tips. Katerina used two authentic
interviews that she recorded between herself and an Indian woman
living in Greece: the first interview on immigration and the second on a
traditional Indian festival. In every case, the listening inputs resulted in
spoken discourse that was authentic, in the sense that there were pauses,
hesitations, false starts, etc.
The ELF-aware In each of the lessons taught, the ELF-aware instructional interventions
instructional were divided into two phases. The first phase followed the (predominantly
interventions exam-oriented) activities of the textbook, with minimal adjustments that
were specifically tailored to minimizing error correction (meeting the
second criterion of ELF awareness, awareness of instructional practice). The
second phase incorporated metalinguistic questions (i.e. questions that
are not related either to the listening input itself or to language-related
aspects of the input), designed by the two teachers, that aimed at (a)
raising learners’ awareness of ELF usage (first criterion), (b) encouraging

them to reflect on their own reactions and attitudes on specific linguistic
and communicational aspects of the listening discourse, and (c) engaging
them in speaking activities that would highlight their roles as ELF users
(third criterion).
The lessons First, Aristea asked her learners to listen to the textbook inputs and
carry out the relevant tasks. Then, she used the YouTube videos and
asked the learners to answer a series of comprehension questions
that she developed. Some of these questions were open ended (e.g.
‘Why are iron and vitamin B12 essential for our health?’ or ‘Why is
it a challenge for spectators to come and watch the game?’). Others
were true/false questions (e.g. ‘The first project that students will
have to do is to decorate grocery bags’, or ‘The aim of this event is to
raise awareness of the students of environmental problems’). These
were followed by discussion questions that aimed at elaborating
on the theme listened to. In this case, Aristea would leave the topic
open; she would refer to the listening input but would refrain
from correcting errors, drawing all the attention to the content
of the input.
Similarly, in her own lessons, Katerina used the interview with Aman, the
Indian speaker. She also started by using comprehension questions that
included gap-filling, as in the following example:
I have some difficulty in the Greek language because I have no (a)…
……………with the Greek peoples and I (b)………… the Greek language.
My husband all day work and I (c)…………… bored in my home but after
three months I am pregnant.
In the second phase of her listening lessons, Aristea asked her learners to
respond to a number of metalinguistic questions that she divided into two
groups, those that specifically addressed the video just viewed:
• Was the speaker comprehensible?
• What do you think of his/her pronunciation?
• Is she/he a natural speaker?
• What bothers you in this speaker?
• How would you feel if you communicated with this speaker? Explain.
• Did the speaker communicate effectively?
And those that were more broadly related to ELF:
• Is it important to sound like a native speaker?
• What do you think of the fact that someone makes mistakes but
communicates effectively?
• Is it necessary to speak English correctly? If yes/no, why?
• To what extent does this lesson prepare you for the exam?
Similarly, in the second phase of her own lessons, Katerina developed the
following metalinguistic questions that targeted the interview just listened
to but also addressed concerns that were more generally related to ELF
(the third question below):
• In your opinion, is Aman trying to give clear answers? If you think she
is, how is she doing that during this interview? By repeating words,

changing her answers, changing some words she used the first time,
trying to pronounce the words differently? Write down what you
noticed.
• Do you think that the interviewer is trying to make herself
comprehensible to Aman? How is she doing that? Is she using easier
words? Is she changing her expression? Write down what you noticed.
• Would you like more lessons with non-native speakers?
Evaluation and In the lessons described broadly above, all three criteria of ELF awareness
discussion were met. The first criterion, awareness of language and language use, was
Meeting the met through learners’ exposure to authentic ELF discourse (i.e. involving
criteria of ELF non-native speakers of English). The listening inputs used in these lessons
awareness gave learners the opportunity to experience, in their high-stakes EFL
classes, exactly what they usually experience when they watch YouTube
videos from their home laptops or tablets. The videos that Aristea used,
together with the audio recording of Katerina’s interview, all subscribed
to the criteria for authentic listening (specified in, e.g. Nation and Newton
2009 and Rost 2016) in that they provided spoken discourse that had
features of authentic speech (e.g. hesitations, false starts, repetitions, low
density of information). What is more, the listening tasks developed by
the two teachers used noticing activities that focused learners’ attention
on aspects of linguistic properties in the speakers’ discourse that were
successfully deployed, e.g. their pronunciation. It was also done by
drawing attention to accommodation strategies, such as repetition and
rephrasing, which play a central role in ELF interactions (Cogo and Dewey
2012).
The awareness of learning criterion was met through questions, some
of them neutrally, some others negatively worded, that focused on
learners’ attitudes towards ELF discourse (‘What do you think of his/
her pronunciation?’) and towards ELF speakers (‘What bothers you in
this speaker?’) and the strategies that they use (‘What do you think of
the fact that someone makes mistakes but communicates effectively?’;
‘Do you think that the interviewer is trying to make herself
comprehensible to Aman? How is she doing that?’). In this vein,
other questions encouraged the learners to think more openly about
concerns that are largely taken for granted in mainstream EFL teaching
(e.g. ‘Is it important to sound like a native speaker?’), and even turn
the focus on the high-stakes exam curriculum itself (‘To what extent
does this lesson prepare you for the exam?’; ‘Would you like more
lessons with non-native speakers?’). In the Greek context, perhaps in
other contexts too, such metalinguistic questions are generally missing
not only from high-stakes exams (and therefore from the textbooks that
help learners prepare to sit these exams), but from the typical EFL class
as well.
The awareness of instructional practice criterion is more related to teachers’
awareness of the methods and approaches used in teaching. For this
reason, this criterion has special relevance for teacher education. The
contexts that Aristea and Katerina work in are different but with the same
orientation, namely preparing learners for a specific high-stakes exam.
Such contexts, especially in Greece, are tinted with very high expectations

by learners and their families alike. This means that the fact that these
two teachers became involved in developing ELF-aware lessons is in itself
an important breakthrough. Both teachers were eager to reflect on their
practice and deviate from the “standard” way of teaching-to-the-test. They
tweaked textbook activities and added original ELF-aware tasks in ways
that made them refrain from correcting their learners’ every spoken word,
fostered the development of accommodation strategies (e.g. repeating,
rephrasing, repairing, clarifying) in the post-listening speaking activities
and avoided stereotyping while allowing learners to begin to navigate
through the wonderful but demanding world of ELF.
Learners’ How did the learners respond to these ELF-aware instructional interventions?
reflections on Aristea reports that in the interviews that she had with her learners, they:
the lessons • found the lessons useful as they had the opportunity to speak more and
learn a lot of things
• do not like the speaking activities of the textbooks because they feel they
do not give them the opportunity to engage in extensive speaking
• paid more attention as they had to take notes throughout the listening
stage and had no specific questions to think about in advance
• were prompted to think more about English
• were pleasantly surprised that there was no problem making
mistakes during speaking provided they are comprehensible and
communication is effective—as they say, ‘thus, mistakes won’t be
noticeable’
• were convinced that it is not necessary or important to sound like a
native speaker, ‘because that wouldn’t show your identity; after all, it’s
not possible for non-native speakers to own English better because of
their identity: even though they might speak correctly they don’t have
the pronunciation’
• felt that ‘non-native speakers do not lose their identity if English is used
all the time in a foreign country’, as they consider themselves non-
native but good/effective speakers
• are persuaded that ‘it’s important to speak with non-native speakers,
as you learn things, acknowledge other points of view’; in this light,
‘communication and practice are the things that matter in order to be
an effective speaker’
• perceive textbooks as being ‘important but not adequate’—specifically
for the ways listening activities are treated, ‘they are unrealistic, as they
are heard twice, whereas in reality you listen to a person only once’.
With particular regard to using ELF-aware metalinguistic questions in
preparing for the listening part of a high-stakes exam, Aristea’s learners
underline that such activities prepared them better for the exams as
they became familiar with ‘other Englishes’, spoke more and without
hindrance, and therefore developed self-confidence as ELF speakers.
Katerina’s learners expressed a positive overall attitude with regard to
the interview, particularly its spontaneity and authenticity (‘it was a
real interview’). They found the topic of the interview (immigration)
particularly relevant to their lives today but were unsure whether they
would like to be exposed to similar activities frequently.

Quite a few of them were intrigued by the non-native accent of both
speakers and reported that ‘the interviewer did not correct; she was not
offensive, indicating thus that correction is synonymous to insult’. Of
particular interest is what they noted with regard to the different strategies
used by the two interlocutors, specifically, the extent to which their
discourse is comprehensible: ‘Aman is speaking in English but she mixes
up her words, produces some incomprehensible speech but she continues
thinking, falsely, that the interviewer understands her’, and ‘Aman does
not always give clear answers and never understood that Ms Katerina did
not understand her responses’. They also appreciated the importance
of adopting a polite and open approach during ELF interactions: ‘the
interviewer, although asked many questions, did not ask for clarification
questions related to incomprehensible language because she wanted to
help Aman’.
Teachers’ Learners’ feelings were largely shared by the two teachers. Aristea drew
reflections attention to the fact that the lessons were based on communication and
interactivity between the learners. She also highlighted the importance of
‘getting out of the high-stakes exam textbook now and then’ and treating
EFL learners as genuine ELF users, by giving them the opportunity both
to interact amongst themselves in English and to think about things that
are never discussed in these contexts, such as the function of language in
communication, the ownership of English, and comprehensibility. While
these experiences make them enjoy the lessons, they also give them self-
confidence as language users and, as Aristea noted, ‘even students who
were shy and introvert opened up and started talking’.
Katerina mentioned the relevance of the interview to her learners’ daily
life, as immigration is a big issue in the area where she teaches and she
considered that being able to choose the theme of the lesson helped raise
learners’ motivation and also informed them about key concerns on the
identity and origin of immigrants and refugees in their area. With regard
to the listening input itself, she highlighted the fact that the interview was
used in its entirety, completely unedited, and that the tasks, and the way
that she handled them, did not focus on linguistic accuracy but on the
interview’s content and the comprehensibility of the speakers. This gave
an authentic purpose to the activities and prompted the learners to engage
in them as themselves rather than take some imaginary roles during the
speaking tasks. Katerina paid particular attention to the reflective function
of the metalinguistic questions and especially those that prompted
learners to think about the meaning of ELF interactions, the strategies
that made them successful, and the role of tasks that focus on accuracy as
opposed to those that focus on communication.
The high-stakes exam preparation context played a role in learners’ and
teachers’ reactions. As Katerina mentions, she was initially apprehensive about
the fact that the textbook activities were not followed verbatim. Her anxiety
was how her learners would react to the new approach. She also noticed that
in the first few minutes of these lessons, the learners were reluctant to express
themselves orally for fear that their mistakes would be spotted and ‘penalized’.
As they progressively realized that the focus was on communication and not
on accuracy, they became increasingly open and accepting.

Conclusion What the ELF-aware instructional interventions described in this
paper show is that, when learners’ attention is drawn to authentic ELF
interactions, when they are allowed to interact without constant error
correction, and when they are prompted to reflect on their attitudes toward
ELF-related concerns, they respond positively, even in high-stakes exam
preparation contexts. Our research also shows that, through such ELF-
aware practices, EFL learners’ identity as ELF users is enhanced (see Baker
2015), and this can positively impact their self-confidence as candidates of
the listening and, in particular, speaking sections of high-stakes exams.
With regard to teachers preparing ELF-aware activities, our research
shows that, provided teachers are interested in experimenting with
such activities, developing metalinguistic activities and refraining from
error-correcting during speaking tasks is far from difficult. In fact, we
have seen that metalinguistic questions help learners in two ways: they
prompt learners to reflect on key concerns about the modern-day role
of English (issues of ownership, the functions of Standard English in
communication and in the EFL classroom, the role of the native speaker,
etc.) while at the same time helping them interact using English on topics
that are authentic and motivating.
What remains to be seen is whether it is possible to develop similar
ELF-aware instructional interventions in other EFL contexts. As some
of the learners in this study have mentioned, ELF-aware activities are
welcome but should not be over-indulged, especially in high-stakes exam
preparation classes. That said, when the context of each teaching situation
is carefully considered and when ELF-aware activities are tailored to the
needs and wants of the learners, it is clear from this study that learners,
teachers, and even textbook developers have a lot to gain (Kohn 2015).
In this light, future research should focus on providing more
extensive and in-depth ELF awareness interventions in different EFL
teaching contexts. More light needs to be shed on the constraints that
different teaching contexts pose for developing and implementing
ELF aware activities; specifically, how ELF awareness can be
integrated within task-based instruction. More data are needed on
integrating metalinguistic and metacognitive tasks that can prompt
learners’ self-confidence as ELF users. Last but not least, what is
also needed is a comprehensive framework for an ELF-aware teacher
education (along the lines put forward by Sifakis 2019, Sifakis and
Bayyurt 2018 and others) that will prioritize teacher reflexivity and
autonomy.
Final version received in May 2020
References
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Seidlhofer, B. 2011. Understanding ELF. Oxford: Oxford University Press.
Sifakis, N. C. 2009. ‘Challenges in teaching ELF in the periphery: the Greek
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Sifakis, N. C. 2019. ‘ELF awareness in English language teaching: principles and
processes’. Applied Linguistics 40/2: 288–306.
Sifakis, N. C. and Y. Bayyurt. 2018. ‘ELF-aware teacher education and
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The authors
Nicos Sifakis is a full professor of English for specific purposes in the
Department of English Language and Literature of the University of Athens.
He is also director of the MEd in TESOL of the Hellenic Open University. He
holds a PhD in language and linguistics from the University of Essex, UK. He
is coeditor of English as a Lingua Franca for EFL Contexts (Multilingual Matters,
2019).
Email: sifakisn@enl.uoa.gr
Natasha Tsantila teaches linguistics at Deree – The American College of Greece

and is a PhD candidate at the Hellenic Open University. She has an MA in
Applied Linguistics, University of Reading, UK. She has been involved in EFL
syllabus design, and ELF and ELT pedagogy. Her main research interests are
materials evaluation and adaptation for ELF, EFL, and ELT. She is coeditor (with
N. Sifakis) of English as a Lingua Franca for EFL Contexts (Multilingual Matters,
2019) and has published in edited volumes and journals.
Email: ntsantila@acg.edu
Aristea Masina has a BA in English linguistics, with a minor in psychology. She

has been working as an English language instructor in the private sector since
2009. The domains that fascinate her are psycholinguistics, semantics, editing,
and proofreading. She started experimenting with ELF and ELF awareness
in 2017. Aristea is currently thinking about following a professional career in
editing and proofreading and pursuing a master’s degree in special education
needs.
Email: a.masina@acg.edu

Katerina Vourdanou holds an MEd in TESOL and has been teaching English
as a foreign language for 23 years, in the private and public sectors, both in
primary and secondary education in Greece. She has published in the areas
of intercultural awareness and educational technology as well as content and
language integrated learning. Her current research interests include ELF-aware
pedagogy and differentiated instruction.
Email: cvourdanou@gmail.com

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