Category: Innovative language teaching and learning methodologies


Motivating Students and Improving Language and Interpersonal Skills through Forensics

The aim of this paper is to propose a highly motivational framework of integrating Forensics into the State School Systems based on the Greek Anavryta Experimental High School Club’s experience. In many countries, where English is taught as Foreign Language, State School teachers struggle with a plethora of constraints. For instance, overcrowded classes in tandem


Color-Coded Marking: Using Vibrant Feedback to Enhance ELL Engagement

Social science research suggests that using a red pen for essay marking evokes a negative student response. Beyond the choice of marking color, ELL students are often overwhelmed by the assorted scribbles, circles and slashes that teachers apply to the written essay in an effort to illuminate and correct syntactic and semantic errors. The use


Pechakucha Presentations in the Classroom – Supporting Language Learners with Public Speaking

Presentation skills are vital for language learners, but traditional PowerPoint presentations are often intimidating for second language students because of their length. They can also be very boring with students speaking slowly and hesitating constantly. Pechakucha presentations are a special type of presentation that was initially started in Tokyo, but has now spread all over


Team-Based Learning to Enhance Thai Undergraduate Learners’ Achievement Motivation in English Report Writing Course

The Team-based Learning (TBL) is accepted as the innovative small group pedagogy that emphasized on students deep learning. Additionally, TBL encourages learner’s motivation higher than traditional didactics and also is appropriate to the needs of class size expansion. Therefore, this class room action research aims at determining TBL implementation enhance to learners’ achievement motive in


The Power of Informality in the Con-Textual Design of English-for-Specific-Purposes Scripted Role Plays

The study aims to analyze the theoretical underpinning of the design technique of formal-informal contextual alternation in scripted role-plays for teaching and learning English for Specific Purposes (ESP) and the practical effects it bears upon the communicative skills of ESP learners at levels above B1 (CEFR) as compared to a traditional predominantly-formal contextual design. The


Pecha Kucha: How to Improve Students’ Presentation Skills

Giving a presentation can often be one of the more challenging tasks asked of our students and even the most confident of speakers can sometimes give a presentation which lacks clarity and focus. Add to this the additional challenge of presenting in a language other than their mother tongue and some students may well begin


Integrated Skills: Grammar and Home Reading in a Legal English Class

Grammar is traditionally taught as a separate block within the course of English. The result often is that the students successfully cope with grammatical drills and tests, but fail to use this perfectly drilled knowledge in speaking and writing activities, especially when discussing their professional topics and thus focusing on the content, rather than on


A Case Study of Japanese Language Teaching in a Multicultural Learning Environment Where Different Students Expectations May Exist in Teaching and Learning

The increasing number of international students whose teaching and learning practices are very different from the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is still the most effective and appropriate approach in today’s multicultural society regardless of cultural differences. The Japanese teaching method (Japanisation) was


Implementing Environmental Sustainability Issues in English Language Teaching for Schools

This presentation outlines the ongoing development of a teaching project entitled English Language, School and Sustainability – Consciousness and Citizenship Relationship. The program underpinning this project is the Institutional Program of Initiation to Teaching Service – Programa Institucional de Iniciação à Docência (PIBID) and sponsored by CAPES. The aim here is for undergraduate students to


The Spirit of Post-Method Era Produces Innovative Methodologies and Successful Learners

In ELT, transition from Grammar Translation Method to Direct Method was considered revolutionary. Every new method or approach was seen as path breaking. The ELT specialists agreed that there was no such thing as ‘one size fit for all’ in ELT. The spirit of post method era is indeed a paradigm shift. If the methods


Rural Basic Education for All: the Impact of the Language of Instruction on the Quality

The paper discusses the issues related to the use of English as Language of Instructions (henceforth LoI) in rural Twelve-Year Basic Education (henceforth 12YBE) in Rwanda: Quality questions in education through English as LoI. The use of English emerged as a political and educational solution at improving the quality of education to meet the labour


Encouraging Young Learners to Speak and Write

Speaking and writing in a foreign language isn’t always easy for children who have only just started to learn it. Like the mother tongue, the primary school children imitate and repeat what the teacher says. In addition, English is only taught two or three lessons each week. Therefore, the progress is very slow and independent