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1. Ready-to-use Methodology Materials: Breaking the Teacher-Fronted Cycle in the Classroom

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

   This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one.

2. Helping Professionals Prepare Presentations in English for International Conferences

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

   This English teacher in Argentina describes how she helped a local doctor prepare for a presentation made in English at an international trade conference held in the United States. The article discusses how the author prepared to work with the specific topic, ophthalmology, the use of cognates in the specialized field, tips for helping the physician with his pronunciation, and the outcome of the presentation.

3. Written Peer Response in L2 Writing

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

   This article argues that peer reviews of student writing should be done in writing and orally, as opposed to only in writing or only orally. Peer reviewing usually addresses the organization and style of student writing. The author discusses eight advantages to managing a peer-review process this way.

4. 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.

5. English Teaching Forum 2002, Volume 40, Number 2

   Format(s): Text

   Brain-based research and language teaching, language and literature, conversation using trivia, language anxiety, and vocabulary practice games are among the articles in this issue of ET Forum.

6. English Teaching Forum 2002, Volume 40, Number 3

   Format(s): Text

   The July 2002 issue features an article on Alaska as well as articles on using task journals for reading, creation of meaningful Web pages, alternative assessment practices, and Internet content-based activities for ESP.

7. English Teaching Forum 2002, Volume 40, Number 4

   Format(s): Text

   In the October 2002 issue of the ET Forum, the lead article is an interview with Mark Warschauer on the challenges and opportunities of education. The feature article is on renewable energy; other articles cover the areas of teacher development, what works in the language classroom, giving feedback for learner training, and phonetic symbols as a stepping stone.

8. Brain-Based Research & Language Teaching

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article summarizes information on how the human brain works. It presents insights from research on the human brain that informs second and foreign language teachers. This article offers seven principles that can provide a general context for learning and teaching and lists some guidelines for selecting classroom materials, strategies, and methodologies.

9. Language & Literature in Tertiary Education: The Case for Stylistics

   In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

   This article discusses the lack of quality in students’ literary criticism in degree English courses, suggesting that students have difficulty understanding literary texts in English. It recommends stylistic analysis, the analysis of structures and vocabulary, as a way that learners of English as a second or foreign language can develop a more active and independent approach to understanding and critiquing literary works.

10. Testing Writing in the EFL Classroom: Student Expectations

    In: English Teaching Forum 2002, Volume 40, Number 2 Format(s): Text

    This article reports on the inconsistency between the expected and actual grades of learners of English as foreign language in freshman English writing classes. It discusses the differences between students’ and instructors’ perceptions of acceptable essay writing. It suggests that teachers develop valid and reliable testing procedures and help students to increase their awareness and understanding of the proficiency levels required to write essays.

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