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1. Process Writing and the Internet: Blogs and Ning Networks in the Classroom

   In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

   This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

2. How to Set Up Oral Homework: A Case of Limited Technology

   In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

   This article discusses the benefits and challenges of having students complete oral homework as a way to practice speaking skills. The author explains the technology necessary as well as steps to follow when using this type of homework when designing a course. Also provided is a detailed list of assignments that can be completed orally (as an individual or in a group) and how a teacher can give feedback on this work and keep records.

3. Why and How to Teach Collocations

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   One of the key developments in vocabulary teaching stems from Michael Lewis’s Lexical Approach, which considers language as chunks of words combined for meaning. These frequently occurring word combinations are called collocations. This article points out a number of problems that result from learning words in isolation. Work with meaningful phrases can help improve students’ comprehension and comprehensibility. The article includes reading and listening activities to raise awareness of collocations as well as writing and speaking activities.

4. The Use of Ethics in the EFL Classroom

   In: English Teaching Forum 2004, Volume 42, Issue 4 Format(s): Text

   If students are not meeting their goals, it may be that the reason is non-linguistic. Motivation is an important factor that teachers need to consider. The writer argues that carefully chosen ethics cases can motivate timid students to speak out by removing their fear of making mistakes and by encouraging them to talk about heart-felt beliefs. Since ethics cases may not have clear right and wrong answers, this sets them apart from other discussion topics. Debate will foster critical thinking skills.

5. Teaching ESL Versus EFL

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text

   The author argues for different teaching approaches in EFL vs. ESL settings. He points out the differences in student motivation and suggests how to select different activities for the two contexts (with examples of relevant activities). He gives guidelines for the appropriate role of L1 in each classroom, and explains how the two classroom cultures differ (for example, in term of the learning styles of the students). He argues that keeping in mind these differences will help educators make more effective decisions for their students.

6. From Passive Participant to Active Thinker

   In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

   This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

7. Maximizing the Benefits of Project Work in Foreign Language Classrooms

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   There are many benefits to using project work in the classroom, such as student autonomy, increased content knowledge, and motivation. This article gives ten steps for structuring project activities to maximize these benefits, using a case study on project-based learning in an English preparatory program in Turkey. Also included are recommendations for writers on how to include project-based learning in their materials.

8. Classroom Techniques: Some Communicative Activities Based on Overhead Projectors

   In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

   This article offers sample activities that use an overhead projector. These activities encourage students to use the target language while recalling information they have already learned. Activities include making shapes on the projector for discussion, manipulating objects to practice prepositions, and creating dialogues.

9. Rock and Roll English Teaching: Content-Based Cultural Workshops

   In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

   This article considers content-based cultural workshops. With a focus on cultural content and a relaxed, engaging atmosphere, students practice language and cooperative learning strategies. The author describes the process of developing such a workshop as an extracurricular activity for a large, mixed audience. The article details an example interactive workshop on rock and roll and includes an appendix of useful websites related to the topic.

10. Create to Communicate: Collage

    In: Create to Communicate: Art Activities for the EFL Classroom Format(s): Text

    This section contains five lesson plans focusing on imperatives, present continuous, wh-questions, contrastive nouns, and future aspect using will focusing on high beginner to advanced proficiency levels.

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