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1. The Line Between Questions, Responses, and Readers

   In: English Teaching Forum 2024, Volume 62, Number 1 Format(s): Text

   This article uses the Stephen Crane story “The Open Boat” (freely available on the American English website) as an anchor text to demonstrate how teachers can apply Raphael’s Question-Answer Relationship (QAR) technique to a text that students might be assigned to read. The article includes numerous examples and tips that teachers can use to adapt the technique to other texts as a way to enhance student engagement and interest in reading.

2. Internet Content-Based Activities for ESP

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

   The article introduces a WebQuest, an inquiry-based online learning activity, as a potential tool for content-based English for Specific Purposes (ESP). It provides a series of WebQuest tasks such as summary and synthesis tasks, design tasks, negotiation and interaction tasks, analytical tasks, and scientific tasks. The article has suggestions for the effective use of WebQuests for a content-based syllabus along with a discussion of the benefits of using WebQuests to develop academic skills.

3. Techniques for Students New to the Language Lab

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   This article presents techniques that can be used in the university language lab to improve listening and speaking skills. The article describes several tasks for pairs and groups. Lessons begin with a popular English song and a warm up activity. Materials expose students to the formal and informal language of native speakers and fluent non-native speakers. Drills, stories, songs, and conversations make the language lab a beneficial resource. An initial session highlights the unique aspects of spoken language.

4. The Making of a City

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

   This article about urban planning is appropriate for advanced learners. The content discusses city planners, planned cities (e.g. Chicago), zoning laws, and high-rise residential districts. There are many images, a glossary, and a list of related websites. There are two short sections. One is about Columbia, Maryland, the subject of another article in this issue (“Maps and Legends”). Columbia was a completely planned, experimental community. The second section is about rebuilding Cabrini Green, a Chicago neighborhood well known for its poverty and crime.

5. Using Freewriting to Make Sense of Literature

   In: English Teaching Forum 2016, Volume 54, Number 2 Format(s): Text

   Articles provide practical, innovative ideas for teaching English, based on current theory.

6. Film Circles: Scaffolding Speaking for EFL Students

   In: English Teaching Forum 2012, Volume 50, Number 2 Format(s): Text

   This article describes action research that pre-service teachers conducted regarding successful communicative activities.

7. Publish, Don't Perish: Ten Tips

   In: English Teaching Forum 2016, Volume 54, Number 1 Format(s): Text

   The purpose of this article is to provide an introduction to identifying the hidden rules and explicating the sometimes intimidating world of publishing.

8. Letters to the Editor

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

   "Letters to the Editor" consists of suggested vocabulary, writing, and listening activities from three teachers around the world based on their experiences.

9. Letters to the Editor

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

   The letters to the editor include a note from Stephen Krashen on the use of L1 in the classroom as well as a letter praising the forum for providing pre-service teachers in Cuba the opportunity to discuss ideas before entering the classroom.

10. Identifying and Building Grit in Language Learners

    In: English Teaching Forum 2017, Volume 55, Number 3 Format(s): Text

    Grit can be described as a strength of character, or the personal quality of courage and resolve. In this article, the author explains how having “grit” is beneficial for language learners and gives detailed suggestions that teachers can follow to build grit in their students.

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