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1035 Results Match Your Criteria
  1. Video Recording as a Stimulus for Reflection in Pre-Service EFL Teacher Training

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text
    All teachers should reflect on their teaching. In this article, the author argues for using video recording as a tool for critical reflection. She states that recording and review should be used even at the early stages of pre-service teacher training in microteaching sessions. She suggests that after the teaching is completed, teachers view the tape multiple times by themselves, then with a peer, and finally with a supervisor. Outcomes for this training include increased self-awareness, role shift from actor to director, and increased continuity.
  2. The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom

    In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text
    This article presents a review of six approaches to teaching literature based on the author's and his colleagues' experience. It looks at the theoretical bases of these six approaches and discusses the pros and cons of using literature in the English as a Foreign Language (EFL) classroom. The six approaches are evaluated based on the core principles of Communicative Language Teaching (CLT). This article discusses the benefits of combining literary works with communicative activities and student motivation.
  3. Using VOA Special English to Improve Advanced English Learners' Productive Use of High Frequency Words

    In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text
    This article focuses on advanced ESL learners’ acquisition of the spelling, pronunciation, and comprehension of high-frequency words at the productive skill level rather than at the receptive skill level. It discusses the use of the Voice of America (VOA) Special English program to expose learners to different activities requiring productive skills. The article offers examples of how the VOA program exposes learners to comprehensible input through high-frequency words and helps them produce these words both in writing and speaking.
  4. Tools for Activating Materials and Tasks in the English Language Classroom

    In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text
    This article presents techniques to make classroom materials and tasks more interactive and student-centered and thus motivate learners to take more control over their own learning. It demonstrates these techniques through elicitation, gapping, and adaptation/extension strategies. The article offers examples of classroom activities with detailed instructions to show how teachers can use materials and tasks in the English language classroom to address students’ interests, needs, and goals.
  5. Interdisciplinary Collaboration: Two Heads Are Better Than One

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.
  6. Student-Produced Video: Two Approaches

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a three-minute film. In the second project, all eight students worked together to create one long movie. The advantages and disadvantages of both approaches were discussed.
  7. Student Documentaries: A Language Learning Tool

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article describes the reasons for project-based learning and how it better motivates students in an EFL classroom. It illustrates this topic by presenting a documentary film project that was carried out in a high-intermediate EFL class in Saudi Arabia. The article summarizes the theoretical support for communicative language learning and project-based approaches. The author then describes the documentary film project in detail and presents an evaluation of the project based on Simkins et al.’s (2002) framework of evaluation for multimedia projects.
  8. Building Vocabulary and Improving Writing while Developing a Tourist Brochure

    In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
    This article describes how creating a tourist brochure can help students improve their vocabulary and writing skills. The author describes how to plan writing lessons based on the creation of a brochure: viewing videos, planning the brochure, writing the brochure, getting feedback and rewriting, and displaying the brochure. In the conclusion, the author highlights the benefits of the activity as providing opportunities for contextualized writing and vocabulary learning.
  9. Teaching English for and with Communities

    In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text
    This article is a reflection of English teaching in Chiclayo, Peru, at a not-for-profit cultural center. It starts with a brief explanation of the authors’ desire to help transform the community through English teaching. The article then explains the concept of civic education and offers a three-tiered approach that has been designed to help the community: Chiclayo reads, summer institute for k-12 English teachers, and the advanced curriculum. The implementation and results of the projects are discussed.
  10. Using Guided, Corpus-Aided Discovery to Generate Active Learning

    In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text
    This article shows how English teachers can provide careful guidance for students to use a corpus to research, discover, and reflect on the grammatical and sociolinguistic aspects of English. The author introduces the idea of using a corpus in teaching English and offers several important online resources for English language corpora. The author provides a rationale for corpus-based teaching and gives two examples of how to guide students in exploring linguistic features of English.

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For English Language Teachers Around the World

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