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Error Correction and Feedback in the EFL Writing Classroom: Comparing Instructor and Student Preferences

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

This article discusses what EFL instructors and their students like and dislike about error correction and paper marking and discusses what this means for classroom teaching. The article lists the benefits and drawbacks of error correction for students’ writing and argues for the need to look at preferred methods for both teachers and students. It reports on a study of university EFL instructors and discusses these teachers’ beliefs regarding important aspects of writing and their preference for paper-marking techniques.

No Books and 150 Students?

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

This article describes the author’s experiences coping with the challenges of teaching English in an Indonesian university, such as classroom conditions and large numbers of students at different proficiency levels. The author suggests five activities that are designed to involve students in learning with little dependence on materials and little movement. The author also describes three out-of-class activities. Appendices include materials for the activities and additional references.

Creating Positive Attitudes Towards English as a Foreign Language

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

The author reviews research on the connections between attitudes and language learning, and between attitudes and motivation. The article suggests that language learners’ motivation and attitudes can influence learning outcomes, and that effective teaching can change negative attitudes. It describes a classroom action research project that was carried out among 95 students in Turkey to examine attitudes and motivation for English learning. Results and possible factors are discussed with regard to the students’ attitudes and motivation.

Constructivism in Theory and in Practice

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

The article describes the change in teacher training from instructivist to constructivist. The author defines constructivism and discusses its two main approaches: cognitive and social constructivism. The author then compares an instructivist versus a constructivist classroom and focuses on how they are different in terms of the level of flexibility. The author describes how an in-service teachers’ workshop successfully transformed. Benefits discussed include positive learning experience and the wash-back effect on pedagogy. (This article quotes theories of Piaget, Vygotsky, and Krashen.)

Health and Fitness

In: English Teaching Forum 2007, Volume 45, Number 2 Format(s): Text

The theme of health offers a variety of language-learning possibilities. This three-part lesson plan for young learners can be adapted to other audiences. It includes a reading, a dialogue, and a listening script. The first lesson asks learners to analyze lifestyle choices and give advice. The second lesson takes students to a sporting goods store, where they consider the language they need to talk with a sales clerk. The third lesson is about food choices, including ways to prepare foods. A follow-up activity researches how a famous athlete stays healthy.

Open Classroom Communication and the Learning of Citizenship Values

In: English Teaching Forum 2007, Volume 45, Number 4 Format(s): Text

This article discusses the importance of fostering citizenship values in language classrooms around the world, and specifically in Morocco. Class content, student-teacher roles, classroom activities, and teacher education can promote civic values of equality, respect, responsibility, tolerance, and compassion. A learner-centered environment where there is group work, open communication, and participation, models these values. By including cultural content and engaging students with meaningful issues, teachers can increase interest and motivation.

Harmonious Learning: Yoga in the English Language Classroom

In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

The author discusses the connection between yoga and language learning. Body position as well as visualization and guided imagery can introduce language in an enjoyable way. The lessons are modeled after a Total Physical Response (TPR) approach. The benefits of yoga in the classroom include reducing anxiety, helping students focus through silence, and embedding language in tasks. The author answers frequently asked questions and provides sample activities and suggested resources.

To the Moon! — A Launch Pad for Encouraging Students to Express Their Opinions

In: English Teaching Forum 2011, Volume 49, Number 4 Format(s): Text

Writing a persuasive essay can be a challenging task. This article outlines an activity that involves developing, communicating, and exploring opinions. Students work individually to select volunteers to go to the moon. Groups then try to agree on the selection, discussing their reasons and assumptions. A number of letter-writing assignments incorporate material from the discussions. This student-centered activity can improve confidence, critical thinking skills, and writing fluency, while students learn from and challenge each other.

Blended Learning

In: Teacher's Corner: Online Learning Format(s): Text

This week, we discuss blended learning. We provide a list of tools teachers can use as well as practical suggestions for how to use them to create a blended learning classroom.

Random or Intentional? Putting Learners in Groups that Work

In: American English Webinars Format(s): Text, Video

This session, “Random or Intentional? Putting Learners in Groups that Work,” helps participants reflect on and share the different types of EFL group work activities they use as well as the methods they use to create small groups. The session will also explore three grouping strategy categories and will review several fun, creative techniques for establishing effective groups.