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1. Building Fluency through the Repeated Reading Method

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

2. Writing for the World: Wikipedia as an Introduction to Academic Writing

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.

3. Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   While noting the research on the benefits of learner interaction, this article states that more attention needs to be given to strategies for planning successful group work while avoiding the problems that can come with group activities. The author gives guidelines for forming groups, such as how many students to put in each group, whether to use flexible or fixed groupings, and how to divide students (by personal affiliation, oral language ability, personality, L1, and academic interests). Also addressed are guidelines for designing tasks and assigning group roles.

4. Towards Better Group Work: Seeing the Difference between Cooperation and Collaboration

   In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

   The author explains the difference between cooperation and collaboration in the classroom. Cooperation is students working together (each with individual tasks) for an end product, while collaboration is students interacting to create knowledge. The author discusses the strengths of collaboration and the teacher’s role. Also provided are guidelines for successful collaboration, sample activities, and frequently asked questions, such as what to do when students have emotional reactions to the group work.

5. From Passive Learners to Critical Thinkers: Preparing EFL Students for University Success

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

   This article explains how the Bangladesh Rehabilitation Assistance Committee (BRAC) revised their curriculum to best prepare EFL students for English-speaking universities. After completing a needs analysis on how to best serve their students, the committee decided to make a more interactive classroom environment in which teachers integrated the four skills, used critical thinking activities, taught grammar in context, and used various methods of assessment. Feedback showed that both the students and the teachers responded positively to the changes.

6. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

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

   This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.

7. Looking for the Big Picture: Macrostrategies for L2 Teacher Observation and Feedback

   In: English Teaching Forum 2010, Volume 48, Number 4 Format(s): Text

   The authors describe the typical type of teacher observation and assessment used today -- top down, one-way communication from supervisor to teacher that looks at the weaknesses in the teaching. The authors believe that observation and feedback can be something more. They present six strategies for supervisors (e.g., recognizing subjectiveness, talking across the data, providing alternatives and resources). Additional suggestions include structured intervention and supervisor portfolios.

8. 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.

9. To Teach Standard English or World Englishes? A Balanced Approach to Instruction

   In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

   What is Standard English? This article talks about the problem in defining this term. Teaching the standard inner-circle varieties of English may devalue students' local English, but the authors note that teaching the local variety may cause problems for students who need to talk with non-local speakers. The solution is a balanced approach that is culturally and contextually sensitive, values learner language, and prepares students for intercultural communication. Example activities are provided.

10. How to Make Upper-Level University English Classes More Interactive

    In: English Teaching Forum 2009, Volume 47, Number 2 Format(s): Text

    Because of the advanced nature of the work in ESP classes, some students may have trouble keeping up and staying motivated. The author outlines what she did to make her ESP Engineering class more interactive. By incorporating task-based language teaching (TLBT), there were more opportunities for group work and student-to-student communication. A number of activities are available to the instructor using a TBLT approach, including listing, compare and contrast, problem solving, sharing personal experiences, and projects.

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