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Twenty Ideas for Using Mobile Phones in the Language Classroom

In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text
Educators need to learn how best to use the increasingly popular mobile phone technology to support learning in the language classroom. This author outlines the benefits as well as potential problems and solutions of mobile phone use, giving twenty practical ideas for classroom activities, such as using a voice recorder to capture conversations outside the classroom.
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.
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.
Module 8: Authentic Materials

In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video
This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video focused on how to choose and use printed texts, images, and multimedia in the classroom.
Interdisciplinary Collaboration: Two Heads Are Better Than One

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
This article shares ideas of how English language teaching professionals can collaborate with content-area specialists effectively to create learning opportunities for students. Using nine examples and various metaphors, the authors explain three principles for effective team teaching: initiating an interdisciplinary project, establishing an interdisciplinary team, and working successfully with other disciplines by having good working relationships.
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.
Student Documentaries: A Language Learning Tool

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
This article describes the reasons for project-based learning and how it better motivates students in an EFL classroom. It illustrates this topic by presenting a documentary film project that was carried out in a high-intermediate EFL class in Saudi Arabia. The article summarizes the theoretical support for communicative language learning and project-based approaches. The author then describes the documentary film project in detail and presents an evaluation of the project based on Simkins et al.’s (2002) framework of evaluation for multimedia projects.
Using Teacher-Developed Corpora in the CBI classroom

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
This article argues for the use of teacher-generated corpora in content-based courses. Using a content course for engineering and architecture students as an example, the article explains how a corpus consisting of texts from textbooks and journal articles helped students learn grammar, vocabulary, and writing. The article explains how the corpus was compiled and presents examples of how students learned to analyze language use using corpus tools and dictionaries. The article ends by emphasizing the advantages of corpus analysis for self-directed learning.
Building Vocabulary and Improving Writing while Developing a Tourist Brochure

In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text
This article describes how creating a tourist brochure can help students improve their vocabulary and writing skills. The author describes how to plan writing lessons based on the creation of a brochure: viewing videos, planning the brochure, writing the brochure, getting feedback and rewriting, and displaying the brochure. In the conclusion, the author highlights the benefits of the activity as providing opportunities for contextualized writing and vocabulary learning.
Using Guided, Corpus-Aided Discovery to Generate Active Learning

In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text
This article shows how English teachers can provide careful guidance for students to use a corpus to research, discover, and reflect on the grammatical and sociolinguistic aspects of English. The author introduces the idea of using a corpus in teaching English and offers several important online resources for English language corpora. The author provides a rationale for corpus-based teaching and gives two examples of how to guide students in exploring linguistic features of English.

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