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1. Seven Wonders: Bringing Student-Centered Learning into a Teacher-Centers Classroom

   In: English Teaching Forum 2024, Volume 62, Number 1 Format(s): Text

   Authors Adrienne Lee Seo and Tozagul Nasrullaeva brought student-centered learning into their classes in Uzbekistan by introducing project-based learning (PBL) projects; in this article, they present a detailed example of how to use the Seven Wonders (Ancient, Natural, and Modern) of the World in a student-driven project that integrates a variety of skills. The authors offer suggestions for other topics that can be used in similarly productive ways.

2. Student-Centered Teaching in Large Classes with Limited Resources

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

   The authors shares suggestions for instructors who teach large classes (from 50-80 students) with minimal resources. The challenges of managing the classroom, using pair and group work effectively, and working with limited resources are addressed. The authors suggests ways to take attendance quickly, to reduce written work to grade, to start and stop communicative activities, and to keep motivation high when students work at different speeds. Suggestions were tested by action research. Two classrooms are described.

3. 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.

4. Reciprocal Teaching: A Useful Tool in Increasing Student-Talking Time

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

   Reciprocal Teaching (RT) can be used to increase student talk time and improve communicative competence. This strategy uses paraphrasing, reported speech, question formation and concept-checking to promote dialogue. As students move from short responses toward longer conversations (or language for transactional purposes), their fluency and retention increase. These “long turns” provide important practice. The author also emphasizes the importance of prompts for lower-level students. The article includes examples of each strategy as well as several axioms of reciprocal teaching.

5. Determining Students' Language Needs in a Tertiary Setting

   In: English Teaching Forum 2001, Volume 39, Number 3 Format(s): Text

   This article discusses students' perceptions of their language learning needs. It describes a survey conducted among university students and professors to find out how students rated their competence in particular skills and compares the results to those of their English teachers. Researchers conducted semi-structured interviews with the students, English teachers, and program directors. This needs analysis project helped to update the university English department curriculum and course offerings.

6. Raising Students' Awareness of the Varieties of English

   In: English Teaching Forum 2005, Volume 43, Number 2 Format(s): Image / Poster / Maps

   This article argues that EFL students need to be familiar with different varieties of English. If EFL students hope to enter a global job market, knowledge of English around the world is essential. The author, an English teacher in Japan, proposes doing classroom workshops on language variation and English as a world language to broaden students’ views of language.

7. Instructional Enhancements to Improve Students' Reading Abilities

   In: English Teaching Forum 2013, Volume 51, Number 1 Format(s): Text

   This article offers five instructional enhancements that help students become better readers. These classroom practices coincide with five key elements of EFL reading instruction: “extensive practice and exposure to print,” “commitment to building student motivation,” “attention to reading fluency,” “vocabulary building,” and “comprehension skills practice and discussion.”

8. Reader’s Guide

   In: English Teaching Forum 2015, Volume 53, Number 3 Format(s): Text

   This guide is designed to enrich your reading of the articles in this issue. You may choose to read them on your own, taking notes or jotting down answers to the discussion questions below. Or you may use the guide to explore the articles with colleagues.

9. Activities to Support Students’ Out-of-Class Reading

   In: English Teaching Forum 2018, Volume 56, Number 1 Format(s): Text

   Teaching Technique gives suggestions for supporting students’ reading outside the classroom.

10. On How Thinking Shapes Speaking: Techniques to Enhance Students’

    In: English Teaching Forum 2015, Volume 53, Number 2 Format(s): Text

    The institution where we work in Buenos Aires—Asociación Ex Alumnos del Profesorado en Lenguas Vivas “Juan Ramón Fernández” (AEXALEVI)—is devoted to the teaching of foreign languages, particularly English, and it administers examinations all over Argentina.

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