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113 Results Match Your Criteria
  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. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

    In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text
    This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.
  3. Library of Congress Teacher’s Page

    Format(s): Website
    Teaching the use of primary sources through interactive media, online professional development, and materials.
  4. Student Storytelling through Sequential Art

    In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text
    If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own sequential art projects. The author addresses managing project groups, researching the topic, developing the story, structuring the story, adding artwork, and sharing the story. The creations can be used as reading material for future classes.
  5. Student-Centered Teaching in Large Classes with Limited Resources

    In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text
    The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and stop communicative activities, and to keep motivation high when students work at different speeds. Suggestions were tested by action research. Two classrooms are described.
  6. Students as Textbook Authors

    In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text
    The authors describe their experience using a learner-centered approach to turn learner writing into booklets. When students write about their own lives, they can focus on the language they need to express their ideas. Interaction increases because interest is high. Near beginners can create fact sheets about themselves, and more advanced students can write language-learning histories. The texts can become fill-in-the-blank activities or be read aloud. Student texts inform instructors of needs and interests; they give students ownership of their learning and provide models for future classes.
  7. Individualizing Learning Through Self-Directed Projects

    In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text, Image / Poster / Maps
    This article discusses the use of self-directed projects to develop learner independence in academic settings. It describes and gives examples of how self-directed projects are integrated into a teaching situation at Arabian Gulf University. The article discusses how getting students involved in doing self-directed projects can lead to a gain in confidence in their ability to manage their own learning and progress in becoming independent language learners.
  8. Adapting Textbook Activities for Communicative Teaching and Cooperative Learning

    In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text
    This article discusses how textbooks can be adapted to include more communicative and cooperative activities in language classes, especially for teachers who are cautious about using Communicative Language Teaching and cooperative learning. It describes how small modifications can be made with minimal extra preparation, with results that help change textbook exercises into more communicative, authentic activities.
  9. 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.
  10. Adding Variety to Word Recognition Exercises

    In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Text
    This author discusses an interactive model of reading in which there is a balance in activities between top-down processes and the less common bottom-up processes such as word recognition. The author suggests adding more word recognition activities in L2 reading pedagogy to improve reading efficiency. After identifying the challenges in using these types of activities, the author proposes guidelines for developing materials that incorporate word recognition in an engaging way.

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