Teaching that language teachers should be conscious

Teaching Methods That Could Motivate Foreign Learners to Remember Material and Study It Harder

1. Introduction
English language teaching is overwhelmed with countless methods and techniques in English Seconds Language (ESL) classroom. Language represents life, and perhaps teaching English as foreign language should, therefore be as diversified as living and containe as many ways as possible. The way ESL is taught might influence on learners’ future academic achievements. English language teachers usually apply pedagogical uniform in teaching methods, sometimes even without addressing the special needs, set of rules, cultural background as well as weak areas of the learners they teach.
Much has been investigated to develop the teaching methods and techniques in terms of second language teaching. Nunan (1998) considered that language teachers should be conscious of students’ motivation and take into account whether or not students are willing to communicate. Doubtless, the more meaningful materials and activities are for the learners involved the better the outcome will be. Ur (2005) developed this idea further by suggesting that successful ESL classrooms are ones where students interact with each other a lot, participation and motivation are high and the language is at an acceptable level.
In the 21st century, foreign languages learners not only have the version of traditional classroom regulations, but modern technologies provide diverse options of studying to ESL learners. Technological tools allow teachers around the world to provide more interactive lessons by using the updated video and audio materials from the Internet (Egorov, Jantassova, & Churchill, 2007).
With numerous available options, it is required to evaluate methods for ESL studying in order for students to make conscious choices in selecting learning strategies and educational programs. Barnes (2005) claimed that research leaved the issue open concerning which teaching methods are most effective, therefore instructors and learners may be mistaken in choosing their approach to ESL education. Effective techniques are measured by the degree of students’ involvement in English speaking atmosphere, where they demonstrate reliable results in their learning experiences (level of fluency in using English language). Wang (2008) determined motivation as one of the most important element for giving direction to human behavior. Consequently, a lack of helpful instructions can negatively influence on the level of motivation students have for learning ESL (Kagan, 2005).
Alexandrowicz (2004) indicated that most individuals do not find pleasure in studying a new language and rarely feel confident enough to consider themselves completely fluent. The intent of this study is to evaluate methods for studying ESL, with an emphasis on comparing online technological tools for language learning with traditional classroom methods of learning.

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Technological tools, such as e-mail, the Internet, fax, video conferencing, and other forms of communication are more prevalent, providing incentive for the non-English speaking younger generation to want to learn ESL (Zha, Kelly, Park, ; Fitzgerald, 2006). These factors, along with growth in the amount of people living outside of their native countries (Rivers, 2008), increase the need for foreign language instruction, making it even more critical to determine which methods students should use to learn ESL.

1.1 Relevance of the topic
Over the years, the benefits related to the use of visual aids in the language classroom have been a topic of lively debate.
Nowadays, one thing that cannot be denied is that our students live in a media world, in which most of the information is provided by visual input, through different technological devices.
As scholars have always argued, in order to make the acquisition of the language more meaningful for the students, teachers must bring the real world into the classroom. Visual materials work as a powerful tool in this aspect, as far as they give teachers the opportunity to show the culture of the target language, the habits and the body language that lie behind the language transactions. All this makes students understand that the use of the target language has a purpose: the real purpose of real communication.

1.2 Relationship with the teaching practice
1.3 Purpose of the study
The main purpose of this research is to investigate which teaching method of English language, international students will prefer more and why. The horizon of the study will focus on two methods of teaching (rote learning or interactive) and classroom activities, to help develop learners’ motivation in learning English language and demonstrate the results to ESL teachers through the findings of this research.

Purpose of Study
The purpose of this research study was to compare teaching methods for English as a foreign language in order to provide international students with guidance for making informed choices about their ESL education. This study specifically focused on differences in effectiveness between traditional classroom methods and online technological methods. The results of this research can inform students and teachers regarding the most effective methods for studying English as a second language. This research may also be used to assist instructors to develop appropriate training programs for teaching English as a second language to international students.
Research Questions
This study was guided by three primary research questions:
1. How long did participants spend studying ESL?
2. What factors motivated students to study ESL using their chosen method?
3. How did the level of effectiveness between technological methods for learning the English language compare with traditional classroom methods?

1.4 Objectives of the study
• To understand which method of teaching is more effective and preferable by ESL adult learners with different length of studying English language in Australia.
• To suggest as what method is more successful and motivating for beginning and advanced learners in ESL classroom.

1.5 Research Question
Do beginning learners of English prefer rote or interactive method of English language learning as compare to advanced leaners of English and why?

1.4 Prediction: Advanced group of students might do it better (because of previous knowledge); however, the aim of this study is to understand which method is reliable

Participants: adult ESL international College students (beginners and advanced)
1st group: 0-3 moths of learning English
2nd group: 3-6 moths
3rd group: more than 6 moths

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