Advanced Search: Resources

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.

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.