Advanced Search: Resources

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. Student Storytelling through Sequential Art

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own sequential art projects. The author addresses managing project groups, researching the topic, developing the story, structuring the story, adding artwork, and sharing the story. The creations can be used as reading material for future classes.

3. Students as Textbook Authors

   In: English Teaching Forum 2007, Volume 45, Number 3 Format(s): Text

   The authors describe their experience using a learner-centered approach to turn learner writing into booklets. When students write about their own lives, they can focus on the language they need to express their ideas. Interaction increases because interest is high. Near beginners can create fact sheets about themselves, and more advanced students can write language-learning histories. The texts can become fill-in-the-blank activities or be read aloud. Student texts inform instructors of needs and interests; they give students ownership of their learning and provide models for future classes.

4. Teaching Young Learners

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This author shares her unique approach to teaching young learners. She emphasizes that her approach involves features of communicative styles, the audio lingual approach (AL), and Total Physical Response (TPR), as she believes it is necessary to bring together all three styles of teaching to develop language proficiency. She includes a lesson plan for beginner level students to improve grammar competency.

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 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.

7. 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.

8. Eyes On English

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

   The author discusses a school-wide campaign to promote the use of English. This six-week campaign, called Eyes on English, was created for Early Childhood and Elementary divisions, but is noted to be flexible for other grade levels. Throughout the article, the author expresses the importance of this program as well as provides a basic activity that can help teachers increase English usage.

9. Peace Corps Teacher Training Resources

   Format(s): Website

   Find resources for teachers on lesson planning, classroom management, developing materials, and working in low-resource contexts.

10. A Case Study of Reflective Journals in a University Level Writing Course in Hungary

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

    This article is about the author’s experience using learning logs and in-class journaling for her college-level ESL writing class in Hungary. Her purpose was to gather information on the students’ writing experiences, both before and during the class, and to address issues raised in the logs and journals. She taught the class with a reflective-teaching, learner-centered style and a process-learning curriculum.

Pages