The greater the claim, the higher the burden of evidence.

This provocative article reaches grand conclusions, throws around large accusions, and provides limited evidence.

Before we challenge an entire industry and accuse if of bad faith, perhaps we should narrow our critique to a particular set of practices at a particular set of institutions. If nothing else, this controversial article indicates a sweeping imagination and under-appreciation for the dramatic changes in ELT over the last decade. Further, it underestimates the pivotal role that the internet has played in helping English language learners become more autotelic (self-directed). The argument, passionate and furious, seems both dated and extreme. In my experience, ELT professionals and English teachers constantly reflect on their teaching practices and seek ways to improve instruction in teaching lounges, at faculty meetings, and at TESOL conventions. The vast majority of English teachers do their best to help their students.

Am I biased as an English instructor at an American university and ELT textbook writer? Perhaps. Yet the vast majority of students express gratitude for their courses.