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1. Using Progressive I-Can Statements to Promote Learner Confidence in Writing

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

   Language learners may sometimes feel shy and unsure of their abilities and may not be able to see what they are able to do. The authors found that writing I-can statements (e.g., I can write the names of foods in English) can be a good way to build confidence. Students use their I-can records to assess their own progress. The authors offer a starting point for teachers by presenting ideas for tasks such as copying words, writing signs, and writing about the weekend.

2. Learning to Hypothesize with Confidence through Sudoku Game Play

   In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

   According to the author, the game Sudoku offers a useful way to teach students in an EFL environment. Students learn the important words and grammar connected to language functions of confident hypothesizing and making logical conclusions. When students solve the Sudoku puzzles, they are asked to use modal verbs of certainty (e.g., must, can) and colloquial phrases such as "I bet that..." to communicate. The author provides lesson templates.

3. Between the ESP Classroom and the Workplace: Bridging the Gap

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article discusses the need to bridge the gap between ESP classroom content and activities, and workplace needs. It suggests using observation, interviews, and questionnaires from the workplace to make teaching methods in ESP classrooms match employment needs. The article offers an example of this from Morocco, where the ESP textbook was supplemented with data gathered from employers and employees in the local hospitality industry.

4. CAR: A Means for Motivating Students to Read

   In: English Teaching Forum 2009, Volume 47, Number 3 Format(s): Text

   This article addresses the relationship between motivational approaches and second language reading development. It discusses competence, autonomy, and relatedness (CAR) as instructional strategies to teach reading. Competence is established when learners feel they can do the task, autonomy is established when they feel they have the control over it, and relatedness is established when tasks are related to each other. The article suggests ways to use these ideas in the classroom.

5. Learning to Learn Cooperatively

   In: English Teaching Forum 2009, Volume 47, Number 4 Format(s): Text

   This article discusses the use of cooperative learning activities in the classroom to strengthen students’ interpersonal communication skills and increase their participation in the language-learning process. It addresses the importance of cultural and individual differences in cooperative learning. The article offers practical suggestions and useful activities to teach learners how to get involved in such activities and to complete the activity successfully.

6. The Challenge of Spelling in English

   In: English Teaching Forum 2008, Volume 46, Number 3 Format(s): Text

   This article addresses the topic of spelling in American English. It discusses the popularity of spelling contests in American schools, and then explains why spelling is so hard. The author then argues how important it is to understand these factors to improve spelling accuracy. The article concludes by identifying the difficulties of language learning and implications for English teaching.

7. Channelling Children's Energy Through Vocabulary Activities

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   In this article, the author shares vocabulary development activities for young learners. These activities channel students' energy and make learning more effective and fun. The author stresses the importance of giving young learners a good language-learning experience, and the challenges of teaching young learners who are not literate in their L1. The author describes six activities that allow learners to laugh, to move, and to make noise while learning vocabulary.

8. Using Drama with Children

   In: English Teaching Forum 2006, Volume 44, Number 2 Format(s): Text

   The article argues for the benefits of drama activities for language learning. The author discusses nine benefits of using drama activities to teach young learners. The author then gives advice on how to use drama in the classroom, including how to choose an appropriate activity, how to start, and how to give feedback. The author presents several classroom drama activities.

9. Cooperative Listening as a Means to Promote Strategic Listening Comprehension

   In: English Teaching Forum 2006, Volume 44, Number 3 Format(s): Text

   This article argues for the use of a cooperative listening technique and describes the steps involved in using this approach. The author describes a five-step procedure for teaching listening strategies, and then uses his own experience to show how this approach can help learners develop listening comprehension. The author also discusses his perspectives on potential issues of this cooperative listening approach.

10. Classroom Techniques: Romeo and Juliet in One Hour

    In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

    This article describes the use of drama activities to motivate students, to teach vocabulary and pronunciation, and to enhance cooperative learning. The author describes in five steps the classroom procedure of an activity based on the play of Romeo and Juliet. The author discusses the results of the activity and its implications. Play scripts used in the activity are included.

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