Speaker
Description
This presentation uses the Situational Leadership® (SLII®) framework as a practical tool to support decision-making by university EFL instructors. Originally developed for managers, the SLII® framework is applied in this session to support classroom teaching. Using hypothetical student profiles, participants identify learner competence and commitment, then discuss how instructors can adjust direction and support across a range of tasks. The goal is to help instructors better meet individual learner needs.
Abstract section 4: Outcomes/results
By the end of the session, participants will be able to (a) examine learner competence and commitment using hypothetical student profiles, (b) relate observed task performance to differences in knowledge, skill, motivation, and confidence, and (c) determine how instructional direction and support could be adjusted in response to those observations. Participants apply the SLII® framework to specific teaching situations by working from individual learner profiles to instructional decisions across a range of speaking tasks.
Abstract section 5: References
Blanchard, K. H., Zigarmi, D., & Nelson, R. B. (1993). Situational Leadership® After 25 Years: A Retrospective. Journal of Leadership & Organizational Studies, 1(1), 21–36. https://doi.org/10.1177/107179199300100104
Bao, D. (2023). Silence in English Language Pedagogy: From Research to Practice. Cambridge University Press.
King, J. (2015). Classroom silence and the dynamic interplay between context and the language learner: A stimulated recall study. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 127–150). Palgrave Macmillan.
Abstract section 1: Relevance
In university EFL classrooms, instructors may encounter hesitation, uneven participation, and silence during speaking tasks (Bao, 2023). In such situations, deciding how to respond pedagogically can be challenging (King, 2015). SLII® was developed to help managers make decisions based on an employee’s competence and commitment, particularly in determining appropriate levels of direction and support (Blanchard, Zigarmi, & Nelson, 1993). Because managers and teachers both guide individuals through task performance, the framework offers a useful way of thinking about instructional judgment. This presentation adapts SLII® for use by university EFL instructors.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to show how the SLII® framework can support university EFL instructors as a practical diagnostic tool. Originally developed to help leaders adjust direction and support, the framework is applied here to support instructor decision-making. Using hypothetical student profiles, teachers first assess learner competence and commitment, then decide how much direction and support to provide during specific tasks.
Abstract section 3: Content/method
The session introduces the core SLII® concepts of competence, commitment, direction, and support, followed by guided analysis of short classroom case profiles describing individual learners. Participants work individually or in small groups to first interpret learner competence and commitment, and then consider the level of direction and support needed for a given task. Interactive polling is used to compare responses and prompt brief discussions.
| Title | Matching Instructional Support to Learner Needs |
|---|---|
| Teaching Context | College and university education |