| Are You Still Struggling to Teach English? | | | | A. Wright (1995) |
| Are you still struggling to teach English to unmotivated, | | | | 4. Computer-Aided Language Learning G. Dudeney et |
| reluctant LEP learners? Well don't blame them entirely | | | | al (2004) |
| just yet. Try making your EFL classes more dynamic | | | | 5. Movies / Videos "Affective Filter Hypothesis" |
| using activities, strategies and techniques presented in | | | | Krashen - Terrell (1983) |
| this brief EFL teacher education article post. From | | | | 6. TPR Total Physical Response, Asher (1996) |
| creative uses of music, dynamic ELT games, | | | | A Simple Sequence |
| speaking-practice dramas, CALL and others, these | | | | Learners / participants are organized into pairs or small |
| practical, fast-paced activity types always seem to | | | | groups, depending on their numbers and their particular |
| motivate even the most Limited English Proficiency | | | | interests and levels or EFL profiles. |
| and reluctant EFL learners to greater participation, | | | | -Next, a variety of dynamics-based activities and |
| language practice and skills acquisition. | | | | materials types proceeding to participant hands-on |
| A Series of Dynamics | | | | activities to practice and internalize themes using each |
| These activity types will step participants actively | | | | of the main materials types. |
| through a series of ELT (English Language Teaching) | | | | Example activities and materials types are |
| dynamics of up to six activity types that always seem | | | | demonstrated, created, and adapted using available |
| to motivate EFL (English as a Foreign Language) | | | | facilities (i.e., TV - VCR / DVD player, audio cassette |
| learners who may be reluctant to practice English or | | | | or CD player, and OHP-overhead transparency |
| be LEP (Limited English Proficiency) learners. First, | | | | projector) to meet the needs and interests of learner / |
| examine and reflect on some of the possible intrinsic | | | | participants. |
| and extrinsic causes of poor EFL learner motivation on | | | | Presented activities and materials can be adapted to |
| the part of your learners. Then, select activity types | | | | suit groups of EFL learners from Primary / Secondary |
| based on the impact on student learning styles, | | | | school up to language institute or university levels. |
| preferences and abilities of your class groups. | | | | In an upcoming series, we'll consider each of these |
| Activities and materials selected primarily include the | | | | dynamic EFL activity types in greater detail. Reviewing |
| use, application and theoretical basis of: | | | | English or other foreign language teaching and learning |
| 1. Music, Songs and Poetry C. Graham (1994) and H. | | | | specifics for the classroom application of each one |
| Gardner (1993) | | | | regardless of the available resources (or lack thereof) |
| 2. Dynamic ELT Games, and Puzzles H. Gardner | | | | a school, language institute or ESL class room may |
| (1993) "Theory of Multiple Intelligences" | | | | have. |
| 3. Drama and Story-Telling P. Lazear et al, (2003) and | | | | |