Education Commons^™

Utilizing The Interactive Reading Model In A Continuing Education Course, Shawn Mcrae

MA TESOL Collection

This paper seeks to provide an alternative method of reading instruction to female Saudi Arabian university students enrolled in a continuing education class for banking. Rather than a teacher-centered approach that relies on textbooks for materials development, a student-centered approach has been utilized in order to encourage participation, allowing the learners to have more input in the learning process. The use of student-generated materials allows for an authentic medium of communication, enabling students to practice their language learning skills using topics of social and personal relevance. From a teaching perspective, this is extremely important; it can increase students’ motivation, stepping …

Cognitive Load And Its Major Pedagogical Implications, Focus On Education In Jordan, Bassam Kutkut

MA TESOL Collection

Through my teaching experience in Jordan, I noticed the amount of work students had to do. I noticed the tremendous amount information they received from their teachers on a daily basis. I also noticed that students forgot most of the information they learned in class right after their exams. I was wondering if that’s the right way of teaching. Then, after my study at SIT, I learned that this is a cognitive overload that can impair the learning process.

Cognitive load refers to the information processing abilities in the human memory system which has limitations. When these limitations are exceeded, …

Using Technology In The Efl Classroom In Saudi Arabia, Neil Oby Morris

MA TESOL Collection

This paper explores the ways that technology, specifically the use of laptop computers and cellular phones, may be incorporated in the EFL classroom to enhance learning and lower the affective filter of male Saudi Arabian university students.

Saudi Arabia presents the EFL teacher with many challenges that are unique to this gender-segregated Islamic kingdom. Meeting these challenges and turning them into learning opportunities that other EFL teachers may find useful within their teaching contexts is the purpose of this paper.

The appendix includes a writing rubric and a 40-day materials introduction calendar. The calendar illustrates the day-by-day introduction of material …

Grounding Theory In Practice: A Reflection On Designing And Delivering A Workshop On Intercultural Sensitivity For Korean Public School English Teachers, Kevin Giddens

MA TESOL Collection

In this paper I will use a process of rigorous reflection to explore the design and implementation of a cross-cultural simulation workshop as a means of developing intercultural sensitivity among Korean public school English teachers in Daegu, South Korea. After introducing the workshop design I will describe in detail my experience of delivering the workshop. I will overlay Milton J. Bennett’s model for developing intercultural sensitivity (1993) with participant reflections as a means of grounding theory to practice and exploring whether or not participants were able to demonstrate observable movement within Bennett’s model. I will then highlight some possible modifications …

A Competency-Based Proficiency Framework For Ritsumeikan Secondary Schools, Ann Flanagan

MA TESOL Collection

This paper describes the research and development of a competency-based Proficiency Framework for Ritsumeikan Secondary Schools in Kyoto, Japan as part of curriculum renewal with the campus relocation. The author developed a six-year competency-based curriculum for the EFL classes. It is based on the Common European Framework of Reference. In addition to creating guiding principles and proficiency frameworks, the author has included suggested vocabulary and content, sample themes and topics, entry and exit profiles, and teacher competencies. Two programs, extensive reading and pen pals, have been integrated into the curriculum in order to offer more support for students’ second language …

Self-Assessment In In-Service Distance Teacher Training, Mihaela-Silvia Dascalu

MA TESOL Collection

This paper is based on my experience as part of a team that designed and implemented a distance-training course for English teachers in Romania. It begins with an overview of the training program. It outlines the importance of distance training for teachers in the Romanian educational system. Later, it focuses on the importance of developing self-assessment and self-evaluation skills as key elements of distance learning. In this paper, I propose some self-assessment techniques and activities based on theories of adult learning and on the specific features of the distance-training course I helped to develop. The final section of this paper …

Praxis: Do I Practice What I Believe? A Course In Research In The Language Classroom For The English Language Teacher Education Program At Universidad Centroamericana, Nicaragua, Sarah Renata Wright

MA TESOL Collection

I have asked myself to describe my teaching beliefs and analyze my teaching practice in order to see if the two are congruent and if in fact I do have a teaching praxis. This is a professional paper about course development based on a classroom research project. First, through a discussion of theories, experiences, and observations I describe my teaching beliefs. Second, I describe the Research in English Language Teaching course that I designed and taught to a group fourth year student teachers at the Universidad Centroamericana in Nicaragua. This description is based on a selection of student writings, lesson …

The Role Of Nifl Content Standards And Casas Competencies In An Esl Adult Education Teacher’S Course Development, Mary Anne Sullivan

MA TESOL Collection

This project explores the relevance of the National Institute of Literacy (NIFL) Equipped for the Future (EFF) Content Standards to an Adult Education ESL Teacher’s course development and the prioritization of the CASAS competencies in an Adult Education ESL Teacher’s course development. It examines their role among other sources of input for teacher course development. And finally it concludes that the degree of implementation of the EFF Content Standards and CASAS competencies is dependent on the appropriateness to the context.