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Perspectives on Professional Growth: A Study on the Diaries of Undergraduate ELT Students

In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

This article reports on the author's observations of undergraduate ELT students who kept diaries about their professional development during their teaching practicum. The author analyzed these diaries at two stages and categorized the entries into two categories: a concern for the needs of the children of the information age, and a desire for self-improvement and professional growth. The author decided to develop lessons on Computer-Assisted Language Learning (CALL) into future semesters of the course based on the student diaries.

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.

Process Writing and the Internet: Blogs and Ning Networks in the Classroom

In: English Teaching Forum 2011, Volume 49, Number 2 Format(s): Text

This article presents a student-centered technique for teaching writing to ESL and EFL students who are familiar with Internet-based technology. There are two classroom lessons which use blogs (an Internet-based diary tool accessible by many) and Ning networks (an Internet-based network created for small groups for a small fee). A process-writing concept focuses on students’ social relationships and interests. Step-by-step directions are included for teachers and students who may be less familiar with these two technologies.

Understanding and Teaching Generation Y

In: English Teaching Forum 2012, Volume 50, Number 1 Format(s): Text

This article responds to the challenges of teaching Generation Y students, who are tech-savvy and feedback-dependent visual learners. Because "Gen Y" students are less likely to engage with traditional classroom teaching methods, this article is helpful in identifying specific activities teachers can employ to utilize students' attraction to digital media, multi-tasking, and a sense of global purpose.

Using Web Resources in a Public Speaking Class

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

This article describes ways to teach public speaking students how to efficiently locate information on the Internet, how to quickly evaluate and analyze those resources, and how best to navigate the Web. The author’s lesson leads the students through a Web-based scavenger hunt, included in the article, and has information about how to evaluate sites. The author expands on these lessons to show the students how the Internet can help prepare and deliver a speech.

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.

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.

Weaving the Web into an EAP Reading Program

In: English Teaching Forum 2001, Volume 39, Number 2 Format(s): Text

The authors share their experiences developing Internet reading activities for their students in an English for Academic Purposes (EAP) program. The authors chose reading material found on the Internet that was authentic, up-to-date, and would increase student interest and motivation to learn English. The authors share practical considerations as well as their experience adapting laboratory activities to increase student autonomy along with other lessons learned in the process of using Internet reading materials.

Digital Stories: A 21st-Century Communication Tool for the English Language Classroom

In: English Teaching Forum 2014, Volume 52, Number 1 Format(s): Text

This article lays out a 12-week digital storytelling project, describing the process in detail, including assessment, and pinpointing issues and challenges as well as benefits the project affords English language students.

Speaking and Listening Online

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

This article gives an overview of online technology for developing students’ listening and speaking skills. The author explores websites for both receptive and interactive communication and discusses the benefits and limitations of the technology as well as possible classroom activities. The article argues that the quality of the programs supports their use in the second language classroom.

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