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1. A Systematic Process for Assessing Assessment

   In: English Teaching Forum 2020, Volume 58, Number 4 Format(s): Text

   “How to assess assessments is often a dilemma for teachers and English language programs,” the author writes, and then goes on to offer a number of suggestions, charts, and guiding questions designed to help solve that dilemma.

2. Michigan: The Great Lakes State

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

   This article describes Michigan, a US state also known as the “Great Lakes State.” It presents its geography, climate, history, commerce, industry, symbols, and tourist attractions and activities. The article also provides useful websites. It ends with a text about Motown, a legendary music label from Detroit.

3. Teaching Beyond the Test: A Method for Designing Test-Preparation Classes

   In: English Teaching Forum 2013, Volume 51, Number 4 Format(s): Text

   Test-preparation classes that focus on skills will benefit students beyond the test by developing skills they can use at university. This article discusses the purposes of various tests and outlines how to design effective test-prep classes. Practice activities included.

4. 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.

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. Reflective Teacher Observation Model for In-Service Teacher Trainees

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article proposes the Teacher Observation Programme for in-service teacher trainees. The program is reflective, collaborative, and builds confidence. It enables teachers to grow in their ability to self-evaluate. Trainees who have made decisions about their own observation, who have created and used their own observational tools, and who have used reflective lesson plans will be better equipped to do action research. Some of the key components of the program are needs assessment, building rapport, summative assessment and post-observational feedback.

7. Bringing One Language to Another: Multilingualism as a Resource in the Language Classroom

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

8. Some Suggestions for Academic Writing Instruction at English Teacher Training Colleges

   In: English Teaching Forum 2008, Volume 46, Number 1 Format(s): Text

   This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review, comparing two academic articles, and summarizing academic articles.

9. The TOEFL and Grammar

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

   This article examines the implications of universities in non-English-speaking countries imposing TOEFL requirements on their students. The author points out the difference between grammar taught in classrooms and how structure is evaluated on the TOEFL. The author identifies and discusses three categories: syntax, combination, and vocabulary. The article discusses important features of the test in order to familiarize EFL teachers with the TOEFL in each of these categories.

10. Looking for the Big Picture: Macrostrategies for L2 Teacher Observation and Feedback

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

    The authors describe the typical type of teacher observation and assessment used today -- top down, one-way communication from supervisor to teacher that looks at the weaknesses in the teaching. The authors believe that observation and feedback can be something more. They present six strategies for supervisors (e.g., recognizing subjectiveness, talking across the data, providing alternatives and resources). Additional suggestions include structured intervention and supervisor portfolios.

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