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Language Teaching through Critical Thinking and Self-Awareness

In: English Teaching Forum 2004, Volume 42, Issue 3 Format(s): Text

This article contains a wealth of activities that will help students develop critical thinking skills. These fun and dynamic activities raise students’ self-awareness regarding their perceptions, assumptions, prejudices, and values. The author addresses the teacher's role in helping students think differently and consider ideas from multiple points of view. To encourage critical thinking, assessment should not rely on summary and definition questions, but those that require analysis, hypothesis, and evaluation. A rationale for the importance of critical thinking is provided from a cognitive perspective.

Appropriateness in Terms of Address

In: Teaching Pragmatics Format(s): Text, Video, Website

This lesson focuses on increasing student awareness of troubles caused by inappropriate choice of address forms.

A Systematic Process for Assessing Assessment

In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text

“How to assess assessments is often a dilemma for teachers and English language programs,” the author writes, and then goes on to offer a number of suggestions, charts, and guiding questions designed to help solve that dilemma.

Center for Applied Linguistics

Format(s): Text, Website, Image / Poster / Maps

The Center for Applied Linguistics offers everything from information on immersion programs to the newest research and guidance on best practices for teachers. Visit regularly to keep up to date on research-based strategies and practical hands-on tools to help develop effective classroom activities.

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.

Motivating Students by Modifying Evaluation Methods

In: English Teaching Forum 2003, Volume 41, Number 1 Format(s): Text

This author identifies three key elements to student assessment—overly critical correcting, expectations, and competitive scoring—that prevent success in the ESL environment, based on the typical Chinese educational structure. The article discusses several techniques, mostly learner-centered, that a teacher can use to provide effective assessments while also creating an environment of trust, confidence, and fairness, where a student feels safe to take risks.

The Roles of Assessment in Language Teaching

In: English Teaching Forum 2012, Volume 50, Number 3 Format(s): Text

This piece makes a case for using assessment to understand and identify the needs of learners and introduces the three reprints that follow: “Twenty Common Testing Mistakes for EFL Teachers to Avoid,” Coming to Grips with Progress Testing: Some Guidelines for Its Design,” and “Purposeful Language Assessment: Selecting the Right Alternative Test.”

Effective Assessment Practices for Synchronous and Asynchronous Learning in an Online Environment

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

The American English Webinar and Facebook Live sessions are hosted by the U.S. Department of State’s Office of English Language Programs in the Bureau of Educational and Cultural Affairs.

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.

Implementing Peer Assessment in Project-Based Learning