About Clare


Clare March 2016.pngI currently work as an English Language Lecturer and (when the schedule permits!) teacher trainer at the University of Trier in Germany. In this role, I teach mainly advanced students who are studying English Studies as one of their degree subjects. The courses include presentation skills, academic writing, grammar, translation, phonetics and British cultural studies. I am also  responsible for the Department’s Erasmus+ exchanges.

Prior to taking the job in Trier, I worked at German high-schools teaching EFL at all curriculum levels, and at various private language schools. These diverse teaching positions enabled me to gain experience teaching various levels and age-groups, as well as general, business, and academic English in various contexts.

My own academic career began with a BA in Psychology and German Studies at the University of Wales Swansea and Augsburg University, and an MA in German Studies and Literary Translation at UWS. I also hold a TESOL Diploma qualification from Trinity College London, and have completed various further training workshops and courses.

Within the field of ELT, my main areas of interest include EAP, creating materials, teacher development, phonetics & phonology, and translation. I have published and presented several papers in these areas, and am interested in meeting ELT publishers for future collaboration. I am a member of the International Association of Teachers of English as a Foreign Language and the European Association for the Teaching of Academic Writing.

I am also a founding member and regular contributor to www.ELTResearchBites.com 

Clare’s Work


  • Fielder, C., “Receptivity to learner-driven feedback in EAP”, ELT Journal (online access 2016)
  • Fielder, C., “Somebody’s Watching you – and me: two-way peer observation for CPD”, English Teaching Professional, issue 106 (September 2016), p. 53.
  • Fielder, C., How effective is peer feedback on written work?” TEA SIG Newletter, issue 59 (Sept 2016), pp. 16-17.
  • Fielder, C., “How to choose an ELT texbook”, EFL Magazine, September 2016. Web. Available here.
  • Fielder, C., “Boreout: What it is and how to avoid it”, Modern English Teacher (July 2015), pp. 55-6.
  • Fielder, C., “Learner-Directed Feedback: a useful tool for developing EAP writing and academic skills?”, in Pattison, T. (ed), IATEFL 2014 Harrogate Conference Selections (Faversham: IATEFL, 2015), pp. 191-194.
  • Fielder, C., “(How) Should we inform learners of lesson and activity aims? An action research project conducted with young adults studying for an English Studies degree in a German university”, ELTED, vol 17 (2014), pp. 1-4.  AVAILABLE HERE
  • Fielder, C., “Are detailed objectives really necessary in lesson planning?”, The Teacher Trainer Journal, Vol 28/2, May 2014, pp. 18-20.
  • Fielder, C., “Minding your Ps and Qs: Politeness in Business English”, English Teaching Professional, Issue 91, March 2014,pp. 51-53.
  • Fielder, C., “Teacher-training versus reality: Are detailed objectives necessary in lesson plans?”, in T. Pattison (ed), IATEFL 2013: Liverpool Conference Selections (IATEFL, 2014), pp. 28-30.
  • Fielder, C., “Teacher-training versus reality: Are detailed objectives necessary in lesson plans?”, Presentation at IATEFL Annual Conference, Liverpool, 5-8 April 2013.
  • Fielder, C. & Stakenborg, C. Der Klassenarbeitstrainer: Englisch 7. Klasse Gymnasium (Schroedel, 2012) BUY IT HERE
  • Fielder, C., “EAP Study Skills: Contrasting views on what/where/when/how” Presentation at IATEFL Annual Conference, Glasgow, 19- 23 March 2012.
  • Fielder, C., “Positive Feedback in the English Language Classroom”  Modern English Teacher (Oct 2011)
  • Fielder, C., “Stating and Explaining Course, Lesson & Activity Objectives”, Teacher Development (Summer 2011), pp. 22-25
  • Fielder, C. & Stakenborg, C. LernPlus Englisch 7: Die Lernhilfe fürs Gymnasium (Schroedel: 2009) BUY IT HERE
  • Fielder, C. & Stakenborg, C. Check-Up Englisch 7/8. (Schroedel: 2008) BUY IT HERE
  • Fielder, C. ‘On target with Grammar Tuition: To what extent should the target language be used to teach grammar to learners of English?’, English Teaching Matters, Vol 9 (2), 2008, pp. 6-8.

Related Links

University of Trier / Department of English Studies: http://www.uni-trier.de/index.php?id=1022

University of Swansea / College of Arts and Humanities: http://www.swansea.ac.uk/artsandhumanities/

Trinity College London / English Teaching Qualifications: http://www.trinitycollege.co.uk/site/?id=293


5 thoughts on “About Clare

  1. Hello Clare,
    My colleague and I are in the process of investigating more efficient ways of providing written corrective feedback to low level students, and during our research came across your IATFEL webinar and following paper. We found your concept of LDF really interesting (and it ties very much into our theory), so we included your idea of feedback tables into our study. We thought you might like to know that we will be citing you in our short presentation at the upcoming BALEAP conference in Bristol. Many thanks for sharing your thoughts – we will continue to follow your blog with much interest! Carla

    Liked by 1 person

    1. Thank you so much for getting in touch! Such an honour to be cited in a baleap presentation! My full article on LDF is out now in the print version of ELTJ. I’d be happy to send you a copy, and would be very interested to hear about how you use it with lower-level learners! Please drop me an email: cmmaas@uni-trier.de Clare


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