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1. Shaping the Way We Teach English: From Observation to Action

   Format(s): Text

   Shaping the Way We Teach English: From Observation to Action is a series of video-based training materials for English as a Foreign Language (EFL) educators.

2. Some Suggestions for Academic Writing Instruction at English Teacher Training Colleges

   In: English Teaching Forum 2008, Volume 46, Number 1 Format(s): Text

   This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review, comparing two academic articles, and summarizing academic articles.

3. English Teaching Forum 2001, Volume 39, Number 3

   Format(s): Text

   This issues addresses velocity and the velocipede, the TOEFL and Grammar, and statistics and research design.

4. Reflective Teacher Observation Model for In-Service Teacher Trainees

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article proposes the Teacher Observation Programme for in-service teacher trainees. The program is reflective, collaborative, and builds confidence. It enables teachers to grow in their ability to self-evaluate. Trainees who have made decisions about their own observation, who have created and used their own observational tools, and who have used reflective lesson plans will be better equipped to do action research. Some of the key components of the program are needs assessment, building rapport, summative assessment and post-observational feedback.

5. Teacher Resources

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

   This section offers brief reviews of two commercial publications. The first is Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, a collection of suggestions appropriate for ESL, EFL and mainstream teachers edited by Patricia A. Richard-Amato and Marguerite Ann Snow. The other publication is Making It Happen: From Interactive to Participatory Language Teaching, a book by Patricia A. Richard-Amato with practical ideas for getting students to participate more in the classroom.

6. Using Comics in the English Language Classroom

   In: American English Webinars Format(s): Text, Video

   This webinar demonstrates the universality of comics for any language classroom, showing how multi-skill comic activities can be used with students of all ages and ability levels.

7. Beyond the Plagiarism Checker: Helping Nonnative English Speakers (NNESs) Avoid Plagiarism

   In: English Teaching Forum 2018, Volume 56, Number 2 Format(s): Text

   This article gives detailed practical suggestions for helping students recognize and avoid plagiarism, use paraphrasing and summarizing effectively, incorporate direct quotes into their writing, and cite sources. 

8. English Magazines = Motivation + Improved ESL Writing Skills

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   Creating and editing a magazine in English is a challenging and motivating type of portfolio assessment. It encourages student fluency and freedom by allowing students to choose their own topics for writing. It is real communication for a real audience and requires students to take responsibility for their own writing. It can also make the teacher’s job more enjoyable. The article describes a magazine-editing project for an intermediate university writing class. The students performed well on the national writing examination.

9. English Proficiency Test: The Oral Component of a Primary School

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This article discusses the various problems found when teachers try to design the oral production part of English proficiency tests for young learners. The authors discuss matters such as intimidation or the possibility of relating the test too much to other conventional tests. They offer ways to address these issues, including testing for fluency, using elicitation procedures, and changing the view of the test into a more relaxed game-like scenario. The authors provide examples of where these ideas have been implemented.

10. L1 and L2 Writing Differences: From Understanding to Practice

    In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

    This article presents L1 and L2 writing differences in three categories (word-level, sentence-level, and global-level) and provides tips and activities designed to transfer that information into practice.

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