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A Case Study of Reflective Journals in a University Level Writing Course in Hungary

In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

This article is about the author’s experience using learning logs and in-class journaling for her college-level ESL writing class in Hungary. Her purpose was to gather information on the students’ writing experiences, both before and during the class, and to address issues raised in the logs and journals. She taught the class with a reflective-teaching, learner-centered style and a process-learning curriculum.

Using Task Journals with Independent Readers

In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text

This article discusses using journal tasks to help intermediate students with the challenges they face when they do independent reading in ESL/EFL reading classes. It describes the design, implementation, and integration of task journals designed to encourage students to think about content, reflection on the reading process, and vocabulary learning.

Lesson Plan: A Letter from Miami: A Telenovela

In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

This lesson plan contains four activities that can prepare students for the final activity of creating a video or a play. There are also two optional activities to help students learn grammar, and a fact sheet about Miami.

Literacy Memoirs

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

This article discusses the use of literacy memoirs to help students become motivated to write. This can give students the chance for reflection on their literacy skills while also improving their writing in English. The author explains how a literacy memoir workshop can work in a process writing classroom, giving a sample schedule and examples of student memoirs.

Classroom Techniques: Unleashing Writing Creativity in Students

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

This article argues for free, creative writing in the L2 classroom. The author states that because writing can be stressful and at times paralyzing, the goal of L2 writing should not be to produce perfect, error-free work. The teacher should be a coach, dictionary, and grammar book. The author includes creative writing activities.

Integrating Reading and Writing for Effective Language Teaching

In: English Teaching Forum 2001, Volume 39, Number 1 Format(s): Text

This article discusses an integrated reading and writing course for first-year college EFL. The author of the article developed this course to address student difficulty in balancing multiple issues in writing. The course aimed to teach writing as a process. The author shares key components of the course such as reading and writing requirements and in-class activities.

Bright Ideas: A Teacher’s Resource Manual

Format(s): Text

Bright Ideas: A Teacher’s Resource Manual offers twenty-six practical teaching strategies and techniques that originally appeared in Ideas Plus, a special series of publications produced by the National Council of Teachers of English.

Using Raphael's QARs as Differentiated Instruction with Picture Books

In: English Teaching Forum 2013, Volume 51, Number 3 Format(s): Text

A differentiated instruction technique this author uses is Question Answer Relationships (QARs), a strategy to aid reading comprehension. The article describes four QAR types and demonstrates them in differentiated reading and writing lessons, with accompanying worksheets, based on a children’s book, The Carrot Seed.

Story 3: Andrea

In: Why English? Comics for the Classroom Format(s): MP3, Text

The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

Story 9: Opportunities