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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.

Using Self-Assessment for Evaluation

In: English Teaching Forum 2002 (Volume 40, Number 1) Format(s): Text

This article explains the usefulness of self-assessment for learning purposes as well as evaluation purposes. The author emphasizes the ways that learners can conduct reliable, global self-assessment as well as three ways in which data-driven self-assessment can be done. The author discusses the purpose of self-assessment and provides specific instruments that can be used. The three data-driven self-assessments that are discussed include Portfolios, Pre- and Post-course writing, and Learner Contracts.

Bringing One Language to Another: Multilingualism as a Resource in the Language Classroom

In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

Using Progressive I-Can Statements to Promote Learner Confidence in Writing

In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

How to Set Up Oral Homework: A Case of Limited Technology

In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

This article discusses the benefits and challenges of having students complete oral homework as a way to practice speaking skills. The author explains the technology necessary as well as steps to follow when using this type of homework when designing a course. Also provided is a detailed list of assignments that can be completed orally (as an individual or in a group) and how a teacher can give feedback on this work and keep records.

From Passive Learners to Critical Thinkers: Preparing EFL Students for University Success

In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

This article explains how the Bangladesh Rehabilitation Assistance Committee (BRAC) revised their curriculum to best prepare EFL students for English-speaking universities. After completing a needs analysis on how to best serve their students, the committee decided to make a more interactive classroom environment in which teachers integrated the four skills, used critical thinking activities, taught grammar in context, and used various methods of assessment. Feedback showed that both the students and the teachers responded positively to the changes.

Using Cooperative Learning to Facilitate Alternative Assessment

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

This article discusses the use of cooperative learning, an instructional strategy that utilizes group work to structure classroom interaction, to facilitate alternative assessment in the second or foreign language classroom. It highlights the importance of cooperative learning in assessment because assessment includes both linguistic and non-linguistic objectives, and meeting these objectives requires continuous and performance-based assessment. The article offers seven examples of cooperative assessments and shows how they can be used.

A Paradigm Shift: From Paper-and-Pencil Tests to Performance-Based Assessment

In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

This article describes how The Language Center at the Espirito Santo Federal University changed from using traditional pencil-and-paper tests to performance testing, based on authentic tasks. The change was prompted because people thought that their testing did not reflect a communicative approach to language teaching. The Assessment Project lasted for two years; the author discusses its participants, goals, stages (including pilot testing), and results. Content and construct validity improved, leading to positive washback. Learning objectives and criteria for passing were clarified.

Learner Training - Developing Student Autonomy to Increase Engagement

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

This webinar stresses the importance of incorporating learner training into the English language learning curriculum.

Teaching Today's Learners: Oral Error Correction and Writing Effective Assessments