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1. Identifying Our Approaches to Language Learning Technologies: Improving Professional Development

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

   This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.

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. Developing Dynamic Units for EFL

   In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

   “Developing Dynamic Units for EFL” describes how to develop a thematic unit that integrates skills in context, provides opportunities for learner autonomy, and is project-based and experiential. Planning includes identifying curriculum standards, thinking of a meaningful topic, brainstorming tasks, organizing the activities, and making use of learner choice. The sample unit “Eating Out with Friends” includes the topics of inviting friends; choosing a restaurant and making a reservation; finding and communicating directions; ordering and requesting the bill; and thanking friends and retelling the story.

4. Developing Reading Fluency by Combining Timed Reading and Repeated Reading

   In: English Teaching Forum 2018, Volume 56, Number 3 Format(s): Text

   This article describes an innovative way to combine two familiar techniques (timed reading and repeated reading) to produce a new technique that can support the development of reading fluency.

5. Developing Discussion and Tutorial Leadership Skills in EFL Learners

   In: English Teaching Forum 2021, Volume 59, Number 3 Format(s): Text

   The author explains how to use student-led tutorials to develop learners’ presentation, discussion, and listening skills creatively; among other benefits, the tutorials can increase all students’ social-discourse skills as they manage small-group discussions about topics of their own choosing.

6. Developing Grammar Proficiency Through Communicative Activities

   In: American English Webinars Format(s): Text, Video

   This session, "Developing Grammar Proficiency Through Communicative Activities," explores key principles associated with communicative grammar instruction.

7. Integrating Pronunciation Across the Curriculum

   In: American English Webinars Format(s): Text, Video

   This webinar introduces content-based pronunciation activities that could be used in a reading, writing, or grammar course.

8. Why and How to Teach Collocations

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   One of the key developments in vocabulary teaching stems from Michael Lewis’s Lexical Approach, which considers language as chunks of words combined for meaning. These frequently occurring word combinations are called collocations. This article points out a number of problems that result from learning words in isolation. Work with meaningful phrases can help improve students’ comprehension and comprehensibility. The article includes reading and listening activities to raise awareness of collocations as well as writing and speaking activities.

9. From Passive Participant to Active Thinker

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

   This article discusses how, through materials development, teachers can help students think critically and feel comfortable enough to be active participants in class. The author suggests adapting materials to be more relevant to the interests and needs of students in a particular context. Another suggestion is to create materials that help students connect their thoughts and feelings to the language they are learning. The author includes techniques to promote critical thinking and learner autonomy.

10. 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.

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