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1. The E-pet: Enhancing Motivation in E-portfolios

   In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

   The authors wanted to make EAP portfolios more engaging and personal for students, so they introduced an e-pet to accompany the online portfolio program. The e-pet (much like a tamagotchi) grows from an egg into adulthood when the students interact with it through portfolio submissions. Teachers reported that students were enthusiastic about the e-portfolio and the e-pet. Student questionnaires showed a similar trend, with several students saying that the e-pet made the portfolio project motivating. The article includes directions for e-portfolio design.

2. 50 Years of English Teaching Forum: Teachers Collaborating Worldwide

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

   This webinar "50 Years of English Teaching Forum: Teachers Collaborating Worldwide" discusses the history, features, and submission guidelines for the well-known journal, English Teaching Forum.

3. Module 4: Pairwork/Groupwork

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video, Website

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on pair and group work.

4. Module 13: Peer Observation

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series focuses on peer observation.

5. Letters to the Editor

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

   This letter to the editor was written in response to the article, “Language vs. Literature in English Departments in the Arab World” by Marwan M. Obeidat. The letter addresses this controversial topic from a different point of view. Dr. M. N. K. Bose, who writes the letter, argues that courses teaching language skills are valuable to improve the English proficiency of Arab university students. He stresses that English translations of Arabic literature are more valuable than Western literature in Arabic universities.

6. How to Conduct an ELT Workshop

   In: English Teaching Forum 2016, Volume 54, Number 3 Format(s): Text

   This article serves to give readers a framework for planning, preparing, and delivering a successful workshop, including strategies to keep on pace and anticipate and overcome obstacles.

7. How to Write an ELT Conference Abstract

   In: English Teaching Forum 2019, Volume 57, Number 4 Format(s): Text

   The author presents detailed suggestions that can help you develop and write effective abstracts that are more likely to be accepted.

8. Teaching Prepositions to Very Young Learners: The Case of On

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   The author discusses the benefits of applying cognitive linguistics, L1 acquisition, and neo-Vygotskian (Vygotsky) approaches to the teaching of a second language to young learners, using the example of teaching the preposition “on.” The author briefly reviews how prepositions are taught to adult learners and the challenges of teaching prepositions to young learners. The author then discusses two different meanings of “on” and how Total Physical Response (TPR) activities can be used to help young learners distinguish different meanings of “on.”

9. A Classroom Response to HIV/AIDS - Project Proposal Writing

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

   This article describes a task-based writing project. High-school students in Zambia wrote a proposal to raise awareness of HIV/AIDS in their community. By writing on a topic related to their lives, students were motivated and empowered to use their English skills for positive change. The project was an interactive workshop that invited a community leader to help with brainstorming, the setting of ground rules, and understanding of the issue. Students worked together on their responses and drafted and revised a proposal that was based on a model from UNICEF.

10. The TOEFL and Grammar

    In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

    This article examines the implications of universities in non-English-speaking countries imposing TOEFL requirements on their students. The author points out the difference between grammar taught in classrooms and how structure is evaluated on the TOEFL. The author identifies and discusses three categories: syntax, combination, and vocabulary. The article discusses important features of the test in order to familiarize EFL teachers with the TOEFL in each of these categories.

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