Being in front of a group of people implies a lot of preparation to deal with different kinds of learners, being flexible, adapting activities according to students’ needs, designing different materials, planning a meaningful and pleasant lesson in order for learning to occur. Good teachers have to perform different roles such as model, monitor, guide, controller, assessor or tutor, during the lesson according to the situation. As a result, good teachers need to objectively control, motivate, evaluate, guide, respect, give acceptable information, to the students and make them know they are important in the learning process so that lead students to correctly communicate in English, not only in the classroom but outside of
As seen in Table 1, interest, relevance, expectancy and satisfaction are the main factors of course-specific motivation in learning situation level. Moreover, affiliative motive, authority type and direct socialization of motivation by modelling, task-presentation and feedback are the key elements of the teacher-specific component. The last component of learning situation level is group-specific motivation and this component mainly focuses on the factors such as integrative or instrumental goal-orientedness, norm and reward system referring to intrinsic or extrinsic, group cohesiveness and classroom goal structure. Dörnyei (1996) stated that three levels of motivation, language level, learner level and learning situation levels may have an influence on each other. As mentioned before, a noticeable point is that Dörnyei emphasized that instrumental motivation is also needed to be considered in language learning process.
Therefore the cognitive processes are proactive and dynamic involving informative selection, organization and contextualization. The learning strategies of each individual may be different but the outcome should be the same. That is goal-driven activities attaining targeted learning results. According to Chamot and O’Malley, there are three types of learning strategies: cognitive, metacognitive, and social/affective. Cognitive learning strategies involve the mental or physical manipulation of the material to be learned.
Feedback can provide students with information about strengths and weaknesses of responses, the outcomes achieved and students’ performance in relation to standards and to other students. For students, effective feedback on responses to assessment tasks should include: what was expected from the task? Like meaningful information about the quality of work, clear statements about how to improve, correction of misunderstandings, reinforcement of what has been done well. For teachers, effective feedback enables them to evaluate: teaching and learning programs, teaching strategies, assessment strategies, assessment task design, marking guidelines. (John Gore- CEO,
In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority (Cobb et al. 1991). Additional benefits of using the think, pair, share strategy include the positive changes in students' self-esteem that occur when they listen to one another and respect others' ideas. Students have the opportunity to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and gain confidence when reporting ideas to the whole class. In addition, the "pair" step of the strategy ensures that no student is left out of the discussion.
Introduction Kessem (1992 cited in Yun Ho Shinn, 1997) defined teaching methods as teacher 's in the class to incorporate students in the topic, and requires that students appreciate learning works out, bestow likewise to various learners, and react to the learning foundation. The teacher moreover needs to work with students as a friend, make the learning place more pleasant, deal with his/her lesson masterminds, and effect students by using particular educating systems. The indicating goals must be acclimated to the necessities and premiums of learners, while demonstrating procedures should be accurately used to improve learning and make the theme significant. As showed by a couple studies, these frameworks have been seen to be out and out
It also raises learners’ awareness about their current abilities and achievements. The authors further add that FA can be a diagnostic tool for students, which helps them to recognize their weaknesses, solve their problems, and make realistic decisions. Additionally, assessment lets students know how they are making progress and gives teachers feedback on their teaching. According to Young and Kim (2010), “using assessment and other data to improve instruction is a powerful proposition” (p. 28). McMillan (2007) also believes FA provides students with ongoing corrective feedback, improves learning, and encourages student involvement.
Moreover, the idea can increase an awareness of the need to communicate which is currently the significant goal of learning English. The benefits to be taken for granted as a result of technology are to provide students the real opportunities, to help them learn easily and effectively, to create an enjoyable language learning, to enhance their capacity to be a good learner, lastly to switch teaching into more satisfying and beneficial. In reality, teachers are supposed to guide their students' self-learning beyond the class. Technology alone probably might not be influential without teachers' guide. Therefore, being creative and communicative with students are the essential features of the teacher as a
• …an activity or action which is carried out as the result of processing or understanding language (i.e. as a response)…A task usually requires the teacher to specify what will be regarded as successful completion of the task (Richards, Platt and Weber, 1985 cited in Nunan 1988a,p.45). Task-based language teaching draws on several principles of the CLT: • Activities that involve real communication are essential for language learning. • Activities in which language is used for carrying out meaningful tasks promote learning. • Language that is meaningful to the learner supports the learning process.
Being an effective teacher means to be able to create a positive atmosphere for students to grow both intellectually and socially. To be an effective teacher, one must be able to communicate positively with his/her students in a manner that the student will understand concepts for efficiently. Teachers must be prepared and enthusiastic, and they must have a good knowledge of the subject. An effective teacher is one who is able to spark the students’ interest in learning. They create students who want to learn, who are able to develop and express their own opinions, and who are able to succeed in his/her society.