Abstract/Summary

Research-led teaching can take a number of different forms, including training students in research methods, exposing students to research, and engaging students in it as participants. This paper reports on an exercise to engage university students in phonetic research as part of a credit-bearing module by involving them in the research as participants and using an assessed reflective exercise to improve students’ understanding of aspects of phonetic research, i.e., research design and data collection. This enabled students to evaluate not only the research methodology, but also their roles as participants and as prospective researchers, thus improving their research literacy.