Advanced Search: Resources

1. Using Question Grids to Scaffold, Monitor, and Evaluate Communicative Practice

   In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

   Grids can help learners stay on task during communicative activities. This article explains why, and it gives numerous examples that show how teachers can use grids with different language levels and for practice in almost any area of grammar and vocabulary.

2. A Paraphrasing Game for Intermediate EFL Learners

   In: English Teaching Forum 2020, Volume 58, Number 3 Format(s): Text

   This article describes a fun, challenging game that gives learners practice in the challenging skill of paraphrasing; the article includes tips for playing the game virtually.

3. Using an Asynchronous Video App to Stimulate Spontaneous Oral Interaction

   In: English Teaching Forum 2021, Volume 59, Number 2 Format(s): Text

   The author explains how to use an asynchronous video app, then describes two specific tasks—one collaborative, the other dialogic—that teachers and students can carry out with the app.

4. Online Breakout Rooms: Jigsaw Discussions and Presentation Practice

   In: English Teaching Forum 2021, Volume 59, Number 2 Format(s): Text

   This is a step-by-step guide to helping students use online breakout rooms to work in groups to become “experts” in a topic, then share their knowledge with other students in a jigsaw format, as a way to interact and prepare to give more formal presentations.

5. Online Double-Communication Lines to Enhance Student Interaction

   In: English Teaching Forum, Volume 60, Number 2 Format(s): Text

   The author describes ways to bring a popular classroom technique to online environments, showing how to have students form virtual “lines” and then move from partner to partner via a sequence of changing breakout rooms.

6. Internet Content-Based Activities for ESP

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

   The article introduces a WebQuest, an inquiry-based online learning activity, as a potential tool for content-based English for Specific Purposes (ESP). It provides a series of WebQuest tasks such as summary and synthesis tasks, design tasks, negotiation and interaction tasks, analytical tasks, and scientific tasks. The article has suggestions for the effective use of WebQuests for a content-based syllabus along with a discussion of the benefits of using WebQuests to develop academic skills.

7. 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.

8. Twenty Ideas for Using Mobile Phones in the Language Classroom

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

   Educators need to learn how best to use the increasingly popular mobile phone technology to support learning in the language classroom. This author outlines the benefits as well as potential problems and solutions of mobile phone use, giving twenty practical ideas for classroom activities, such as using a voice recorder to capture conversations outside the classroom.

9. What Mary Shelley Never Wrote: Using Basic Computer Skills to Enhance Student Writing

   In: English Teaching Forum 2003, Volume 41, Number 2 Format(s): Text

   This article describes an inspired, well-managed process writing class project for intermediate language learners. The author used Mary Shelley’s book Frankenstein as a creative writing tool in class to develop writing and computer skills. Students read and discussed the book. Working in a collaborative format, students wrote a short story sequel to the novel and offered revision advice in a workshop format. The sequels were then compiled and shared with beginner language learners. The author pointed out that the sense of audience was also established with this project.

10. Techniques for Students New to the Language Lab

    In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

    This article presents techniques that can be used in the university language lab to improve listening and speaking skills. The article describes several tasks for pairs and groups. Lessons begin with a popular English song and a warm up activity. Materials expose students to the formal and informal language of native speakers and fluent non-native speakers. Drills, stories, songs, and conversations make the language lab a beneficial resource. An initial session highlights the unique aspects of spoken language.

Pages