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1. Story 10: English in the Countryside

   In: Why English? Comics for the Classroom Format(s): MP3, Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

2. Story 11: A Modern World's Language

   In: Why English? Comics for the Classroom Format(s): MP3, Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

3. Story 12: Matt, All is Better with English

   In: Why English? Comics for the Classroom Format(s): MP3, Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

4. Alternatives to Current Pedagogy for Teaching the Present Perfect Progressive

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

   These researchers collected 250 samples of spoken and written American English from high-level communicators and analyzed the use of the present perfect progressive tense. They compared these samples to five leading ESL and EFL grammar textbooks. This article reviews the research and findings. The five leading textbooks provided good overall structure for teaching the present perfect progressive tense, but the use of the tense was critically influenced by broad context, adverbs, temporal context and the uses of other tenses including the present and present perfect tense.

5. Story 1: Are You Ready to Learn English?

   In: Why English? Comics for the Classroom Format(s): MP3, Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

6. Story 7: I Need a Bear

   In: Why English? Comics for the Classroom Format(s): Text

   The stories in Why English? Comics for the Classroom – written by teenagers and young adults – will appeal to learners of all ages. These stories provide an enjoyable opportunity to increase vocabulary, reading comprehension, listening, speaking, and writing.

7. Notes for Teachers

   In: Why English? Comics for the Classroom Format(s): Text

   This section includes a table of contents, information about the project, and how teachers can use these comics in their classrooms.

8. 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.

9. Helping Students Develop Coherence in Writing

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

   This article discusses the need to bring coherence in writing from an abstract level to a concrete concept that can be described and taught. Teachers need to teach coherence by sharing its metalanguage with students. This can be done for example by using more specific comments such as “unclear reference” or “inappropriate conjunction” instead of vague ones such as “the essay lacks unity.” The article offers a coherence checklist for students to self-edit and to review their peers’ writing.

10. Classroom Techniques: - What a Feeling!

    In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

    This article argues for the use of collaborative writing through poems in the ESL classroom. This activity gives students the motivation to express their creativity while improving teamwork skills that are important outside of the classroom. The author describes how collaborative poetry is introduced and carried out, gives examples of student poems, and suggests how the activity can be used with other genres as well.

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