Name of Student: Ms.

Aditi Dhiman

End Term Assignment

8
 TESOL End-term Assignment 2021-2022

1.“It is important to evaluate the success and effectiveness of your courses so

that you could make improvements on an on-going basis”. Justify the statement
with reference to Kirkpatrick’s Model. You need to mention relevant activities to
assess each stage. (500 words)

“It is important to evaluate the success and effectiveness of your courses so that you could make
improvements on an on-going basis.” Because evaluation is a process that critically examines a
program. It involves collecting and analyzing information about a program’s activities,
characteristics, and outcomes.

Its purposes are to test the fitness for a particular purpose, to check that Is this course able to
give solutions? Asking systematic questions, Concern with the effectiveness and efficiency of
learning.

Evaluation is necessary because Experts stress that evaluation can Improve program design
and implementation. Evaluation can help you identify areas for improvement and ultimately
help you realize your goals more efficiently.

(Approaches) What type of evaluation should we conduct and when?

Evaluations fall into one of three broad categories: formative and summative and Illuminative

Formative evaluations are conducted during program development and implementation

and are useful if you want direction on how to best achieve your goals or improve your program.

Illuminative evaluations relate to what is happening in the teaching or learning processes,

designed to facilitate our understanding of the processes within the course-typically this will
look at issues like classroom interaction, or learning strategies used by the participants.

Summative evaluations should be completed once your programs are well established and
will tell you to what extent the program is achieving its goals.

Training effectiveness refers to how well your training supports learning and learning
transfer. You should assess both learning and learning transfer, whenever possible. When
employees undergo training, it improves their skills and knowledge of the job and builds their
confidence in their abilities.
-One Model of evaluation commonly found in Business English training is based
on Kirkpatrick’s work in the 1960s. This Model is built on five level of
evaluations, all interrelated.

The Kirkpatrick Model

The Kirkpatrick Model is probably the bestknown model for analyzing and evaluating the results
of training and educational programs. It takes intoaccount any style of training, both informal
or formal, to determine aptitude based on four levels criteria.

The Kirkpatrick model, also known as Kirkpatrick’s Five Levels of Training Evaluation, is a key
tool for evaluating the efficacy of training within an organization. This model is globally
recognized as one of the most effective evaluations of training.

Kirkpatrick model 5 levels of evaluation

This model was developed by Dr. Donald Kirkpatrick (1924 – 2014) in the 1950s. The model
can be implemented before, throughout, and following training to show the value of training to
the business. Undoubtedly, the most widely used and in-demand method for the assessment of
training in businesses nowadays is Kirkpatrick’s system based around the four levels as
guidelines. The Kirkpatrick model has been used for over 30 years by many different types of
companies as the major system for training evaluations. It is evident that Kirkpatrick’s vision has
made a positive impact to the overall practice of training evaluation.

Listed below is an in-depth look into the five levels of the Kirkpatrick Model.
Level 1 Evaluation – Reaction
In what ways participants liked a particular program / training? How
participants feel?
The objective for this level is straightforward, it evaluates how individuals react to the training
model by asking questions that establishes the trainees’ thoughts.

Questions will figure out if the participant enjoyed their experience and if they found the
material in the program useful for their work. This particular form of evaluation is typically
referred to as a “smile sheet.” Each program needs to be assessed at this level to help improve
the model for future use. On top of that, the participants’ responses is essential for determining
how invested they will be in learning the next level.

The first level is learner-focused. It measures if the learners have found the training to
be relevant to their role, engaging, and useful. There are three parts to this:

Satisfaction: Is the learner happy with what they have learned during their training?
Engagement: How much did the learner get involved in and contribute to the learning experience?

Relevance: How much of this information will learners be able to apply on the job?

Examples of resources and techniques for level one:Reaction is generally measured

with a survey, completed after the training has been delivered. This survey is often called a
‘smile sheet’ and it asks the learners to rate their experience within the training and offer
feedback.

Some of the areas that the survey might focus on are:

 Program objectives
 Course materials
 Content relevance
 Facilitator knowledge
 Online assessment that can be graded by delegates/evaluators.
 Interviews
 Can be done immediately after the training ends.
 Are the participants happy with the instructor(s)?
 Did the training meet the participant’s needs?
 Are the attendee’s happy with the educational tools employed (e.g., PowerPoint,
handouts etc)
 Printed or oral reports provided by delegates/evaluators to supervisors at the
participants’ organizations.
 “Smile sheets”.
 Comment forms determined by subjective individual reaction to the training course.
 Post-training program questionnaires.
 Verbal responses that can be taken into consideration and considered.
 Especially encourage written comments
 Try to get honest responses and feedbacks
 Tips for Implementing Level 1: Reaction
 Use an online questionnaire.
 Set aside time at the end of training for learners to fill out the survey.
 Provide space for written answers, rather than multiple choice.
 Pay attention to verbal responses given during training.
 Create questions that focus on the learner’s takeaways.
 Use information from previous surveys to inform the questions that you ask.
 Let learners know at the beginning of the session that they will be filling this out. This
allows them to consider their answers throughout and give more detailed responses.
  Reiterate the need for honesty in answers - you don’t need learners giving polite
responses rather than their true opinions!

Level 2- Evaluation – Learning New skills / knowledge / attitudes.

What was learned and What was not learned?
This level focuses on whether or not the learner has acquired the knowledge, skills, attitude,
confidence, and commitment that the training program is focused on. These 5 aspects can be
measured either formally or informally.For accuracy in results, pre and post-learning
assessments should be used.

Relevant Activities for Implementing Level 2: Learning

 Conduct assessments before and after for a more complete idea of how much was
learned.
 Questionnaires and surveys can be in a variety of formats, from exams, to interviews, to
assessments.
 In some cases, a control group can be helpful for comparing results.
 The scoring process should be defined and clear and must be determined in advance in
order to reduce inconsistencies.
 Make sure that the assessment strategies are in line with the goals of the program.
 Don’t forget to include thoughts, observations, and critiques from both instructors and
learners - there is a lot of valuable content there.
 Evaluating at this level is meant to gauge the level participants have developed in
expertise, knowledge, or mindset. Exploration at this level is far more challenging and
time-consuming compared to level one.
 Techniques vary from informal to formal tests and self-assessment to team assessment.
If at all possible, individuals take the test or evaluation prior to the training (pre-test)
and following training (post-test) to figure out how much the participant comprehended.
Examples of tools and procedures for level two:
 Measurement and evaluation is simple and straightforward for any group size.
 You may use a control group to compare.
 Exams, interviews or assessments prior to and immediately after the training.
 Observations by peers and instructors
 Strategies for assessment should be relevant to the goals of the training program.
 A distinct clear scoring process needs to be determined in order to reduce the possibility
of inconsistent evaluation reports.
 Interview, printed, or electronic type examinations can be carried out.
  An interview can be carried out before and after the assessment, though this is time-
consuming and unreliable.

Level 3- Evaluation -Transfer-Was the leaning being applied by the attendees?

This level analyzes the differences in the participant’s behavior at work after completing the
program. Assessing the change makes it possible to figure out if the knowledge, mindset, or
skills the program taught are being used the workplaceor the majority of individuals this level
offers the truest evaluation of a program’s usefulness .This level starts 3–6 months after
training.

Examples of assessment resources and techniques for level three:

 This can be carried out through observations and interviews.

 Evaluations have to be subtle until change is noticeable, after which a more thorough
examination tool can be used.
 Were the learned knowledge and gained skills used?
 Surveys and close observation after some time are necessary to evaluate significant
change, importance of change, and how long this change will last.
 Online evaluations tend to be more challenging to integrate. Examinations are usually
more successful when incorporated within present management and training methods
at the participant’s workplace.
 Quick examinations done immediately following the program are not going to be reliable
since individuals change in various ways at different times.
 360-degree feedback is a tool that many businesses use, but is not necessary before
starting the training program. It is much better utilized after training since participants
will be able to figure out on their own what they need to do different. After changes have
been observed over time then the individual’s performance can be reviewed by others for
proper assessment.
 Assessments can be developed around applicable scenarios and distinct key efficiency
indicators or requirements relevant to the participant’s job.
 Observations should be made to minimize opinion-based views of the interviewer as this
factor is far too variable, which can affect consistency and dependability of assessments.
 Taking into consideration the opinion of the participant can also be too variable of a
factor as it makes evaluation very unreliable, so it is essential that assessments focus
more defined factors such as results at work rather than opinions.
 Self-assessment can be handy, but only with an extensively designed set of guidelines.

Level 4 -Evaluation-Results-What are the final results of the training?

 level four determines the overall success of the training model by measuring factors such as
lowered spending, higher returns on investments, improved quality of products, less accidents in
the workplace, more efficient production times, and a higher quantity of sales. From a business
standpoint, the factors above are the main reason for the model, even so level four results are
not usually considered. Figuring out whether or not the results of the training program can be
linked to better finances is hard to accurately determine.

Types of assessment strategies and tools used for level four:

 It should be discussed with the participant exactly what is going to be measured

throughout and after the training program so that they know what to expect and to fully
grasp what is being assessed.
 Use a control group
 Allow enough time to measure / evaluate
 No final results can be found unless a positive change takes place.
 Improper observations and the inability to make a connection with training input type
will make it harder to see how the training program has made a difference in the
workplace.
 The process is to determine which methods and how these procedures are relevant to
the participant’s feedback.
 For senior individuals in particular, yearly evaluations and regular arrangements of key
business targets are essential in order to accurately evaluate business results that are
because of the training program.

Level 3- Evaluation -Measurement of Return on Investment (ROI).This fifth level

is added by Dr. Phillips.

Level Five is not a Kirkpatrick step. Kirkpatrick alluded to ROI when he created level Four linking
training results to business results. However, over time the need to measure the dollar value
impact of training became so important to corporations that a fifth level was added by Dr.
Phillips. Dr. Phillips outlines his approach to Level Five in his book Return on Investment in
Training and Performance Improvement Programs, Butterworth Heinemann Publishers, Inc,
Woburn, MA 1997. Dr. Phillips has written extensively on the subject, publishing or editing
dozens of books on the topic of ROI.

The Guidelines for Level Five are as follows:

 Use a control group, if practical

 Allow time for results to be achieved
 Determine the direct costs of the training
 Measure a productivity or performance before the training
 Measure productivity or performance after the training
 Measure the productivity or performance increase
 Translate the increase into a dollar value benefit
 Subtract the dollar value benefit from the cost of training
 Calculate the ROI

ROI calculations are being done by a few world-class training organizations. They help these
organizations:

 Quantify the performance improvements

 Quantify the dollar value benefits
 Compute investment returns
 Make informed decisions based on quantified benefits, returns, and percent return comparisons
between learning programs

Dr. Phillips has created an ROI Methodology that he conducts certifications and workshops on
and has helped training organizations use the right tools to measure the ROI on organizational
learning.The methodology is a comprehensive approach to training measurement. It begins with
planning the project (referred to by Dr. Phillips as an Impact Study). It moves into the tools and
techniques to collect data, analyze the data and finally report the data. The end result is not
only a Level 5 ROI but also measurements on the Kirkpatrick 4 Levels as well. This yields a
balanced scorecard approach to the measurement exercise.

The word limit for the above answer is 500 words, kindly adhere to the
word limit.
Kindly always write the answer in your own words
Kindly Rework
2-Create one lesson on “Your favorite festival” incorporating the four skills and a grammar
component.

Your plan must include relevant activities on listening, speaking, reading and writing. You
should make separate section for each language skill. Also, include related vocabulary,
grammar component relevant to the topic along with an exercise based on it and a follow up
homework. Include relevant teaching aids (Images, Videos, Audio Clips).

Basic parameters to be mentioned: Number of students, Age, Level, Language spoken by

students, Duration, Terminal objectives, Enabling Objectives, etc.

 -lesson on “Your favorite festival” incorporating the four skills and a grammar component.
Basic parameters are also mentioned here:

Name of the Topic: Your favorite festival

Name of the students (10) 1-Manish Kashyap 6-Jayant
2-Sandeep Yadav 7-Vrinda
3-Aaditya 8-Vivaan
4-Aman Negi 9-Abhishek
5-Aaryan 10-Manish Ray
Age 17-18 years
Level Intermediate to Advance
Time Duration 60 minutes
Language spoken by students English
Terminal Objectives:  10 minutes-Warmer Activity to create interest
 10 minutes-Listening Activity to improve listening skills
 10 minutes-Writing Activity to facilitate strong understanding
 10 minutes-Reading Activity to improve Vocabulary
 10 minutes-Speaking Activity to improve Speed & Fluency
 10 minutes-Grammar Activity for logical understanding

Enabling Objectives:  Warmer Activity enable students to shift into the thinking,
reasoning and learning frame of mind.
 Listening Activity enables mindful thinking & when we teach
listening we allow students to follow directions, understand
expectations and make sense of oral communication.
 Writing skills enables to help voice, explore new style and
genres, improve spellings, punctuations, to organize idea,
develop points logically.
 Reading Activity enables students to increase fluency. By
actively reading text, students simultaneously can build their
word identification, vocabulary and text-dependent
comprehension skills.
 Speaking Activity enables to develop student’s ability to speak
fluently and interactively-a speaking fluency aim.
 Grammar Activity enables students to organize words and
messages and make them meaningful, to build better
sentences and writing performance.
Warmer Activity: Batch Strength: 10 Students
(10 minutes) As a warm-up activity, we can do Speed interview, This activity revolves
around improving fluency and asking questions. It’s a good activity for
intermediate to advanced learners.

Write a topic on the board or tell your students the topic of the day.
This can be as simple as “FOOD” or more, Such as “your favorite
memory”, “Your favorite festival”. Put students into pairs and have them
interview their partner by creating questions related to the Topic. They
can ask as many questions as they can within one minute, and then their
partner has one minute to ask them. They can ask as many questions as
they can within one minute and then their partner has one minute to
ask them questions. After the time is up, put students into new pairs and
repeat as time allows. Repeat this with 10 students rapidly.

OR Draw pictures based on your favorite festival

Listening Activity FILL THE GAP WHILE LISTENING
10 minutes
Diwali is the Hindu New Year festival and ___________________ in the
Hindu calendar. It is also celebrated by Sikhs and Jains. It is called the
festival of lights because ___________________ of good (light) over evil
(darkness). The name of the festival comes from the Sanskrit word
dipavali, ___________________ lights. Lights play an important role in
Diwali. Throughout the five-day celebration, Hindus place special,
___________________ their temples and homes. There are also lots of
 colourful fireworks displays. In India people make small lamps and
___________________ across the Ganges river. It brings good luck if
the lamp manages to get all the way across. Children love
___________________ lights and because they get sweets from
adults.There are two legends of Diwali in which Hindu
___________________. In one, Lord Krishna ___________________
king of Pragjyotishpur to set free 16,000 daughters of the gods. The
second legend has the Hindu king Rama destroying Ravana, the
___________________, ten-headed king of Sri Lanka. Ravana
kidnapped Rama’s wife for 14 years. Many Hindus
___________________ stories. The Times of India newspaper, however,
summed up the modern meaning of Diwali: “Regardless of the
mythological explanation…what the festival of lights
___________________ today is a reaffirmation of hope, a renewed
commitment to friendship and goodwill, and a…celebration of the
simple - and some not so ___________________.”

OR

You can permit to the students to listen or watch this video based on
Diwali short story in English with subtitle https://youtu.be/RuRrGTfyZS0
after listening it any student will explain it and can ask question from
one another.
Writing Activity WRITING
10 minutes
Write about Diwali. Show your partner your paper. Correct each other’s
work.

OR (You can choose activity as per the students& time)

CORRECT THE SPELLING BY WRITING

Spell the Jumbled words (from the text) correctly.

Paragraph 1
1. the biggest nacoiosc
2. the falseitv of lights
3. it celebrates the vcrioyt
4. colourful fireworks sdisaylp
5. tflao them across the Ganges
6. they get sweets from dsautl
Paragraph 2
7. nedlegs of Diwali
8. the dkcwie ten-armed, ten-headed king
9. mlacthyi stories
10. the rmdoen meaning of Diwali
11. really sndtsa for
12. friendship and oigdollw
Reading Activity READ
10 minutes
Diwali is the Hindu New Year festival and the biggest occasion in the
Hindu calendar. It is also celebrated by Sikhs and Jains. It is called the
festival of lights because it celebrates the victory of good (light) over evil
(darkness). The name of the festival comes from the Sanskrit word
dipavali, which means row of lights. Lights play an important role in
Diwali. Throughout the five-day celebration, Hindus place special,
decorative lights in their temples and homes. There are also lots of
colourful fireworks displays. In India people make small lamps and try to
float them across the Ganges river. It brings good luck if the lamp
manages to get all the way across. Children love it because of the lights
and because they get sweets from adults.There are two legends of
Diwali in which Hindu gods overcome evil. In one, Lord Krishna killed the
evil demon king of Pragjyotishpur to set free 16,000 daughters of the
gods. The second legend has the Hindu king Rama destroying Ravana,
the wicked ten-armed, ten-headed king of Sri Lanka. Ravana kidnapped
Rama’s wife for 14 years. Many Hindus love these mythical stories. The
Times of India newspaper, however, summed up the modern meaning of
Diwali: “Regardless of the mythological explanation…what the festival
of lights really stands for today is a reaffirmation of hope, a renewed
commitment to friendship and goodwill, and a…celebration of the
simple - and some not so simple - joys of life.” Other sources for
reading:https://www.thehindu.com
https://timesofindia.indiatimes.com
https://www.dogonews.com
Speaking Activity
10 minutes In Speaking Activity, Every student will have to speak for 1 minute on
Diwali celebration in India. Everybody has to say something different
with new vocabulary.

Before 1day Teacher can provide vocabulary to the students for the
same topic.

Grammar Activity Grammar usage-CHOOSE THE CORRECT WORD

10 minutes
Delete the wrong word in each of the pairs of italics.

Diwali is the Hindu New Year festival and the biggest occasionally /

occasion in the Hindu calendar. It is also celebrated by Sikhs and Jains. It
is called the festival of lights because they / it celebrates the victory of
good (light) over / under evil (darkness). The name of the festival comes
from the Sanskrit word dipavali, which means row of lights.
Lights play /playing an important role in Diwali. Throughout the five-
day celebration, Hindus place specially / special, decorative lights in
their temples and homes. There are also lots of colourful fireworks
displays. In India people make small lumps / lamps and try to float them
across the Ganges river. It brings good luck if the lamp manages to get
all the way cross / across. Children love / loving it because of the lights
and because they get sweets from adults.There are two legends of
Diwali in what / which Hindu gods overcome evil. In one, Lord Krishna
 killed the evil demon king of Pragjyotishpur to set freedom / free 16,000
daughters of the gods. The second legend has the Hindu king Rama
destroying Ravana, the wicked / wicked ten-armed, ten-headed king of
Sri Lanka. Ravana kidnapped Rama’s wife for 14 years. Many Hindus
love these mythical story / stories. The Times of India newspaper,
however, summed up the modern mean / meaning of Diwali:
“Regardless of the mythological explanation…what the festival of
lights really / real stands for today is a reaffirmation of hope,
a renewed / renewal commitment to friendship and goodwill, and a…
celebration of the simple - and some not / no so simple - joys of life.”

Suggestions for another activities:

Try the online quiz, reading, listening, and activities on grammar, spelling and vocabulary for this
lesson on Diwali.

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s
search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find more information about Diwali. Talk about what you discover
with your partner(s) in the next lesson.

3. MAGAZINE ARTICLE: Write a magazine article about Diwali. Write about what happens around the
world. Include two imaginary interviews with people who did something on this day.

4. POSTER: Make your own poster about Diwali. Write about what will happen on this day around the
world.

EXAMPLES:
Make Rangolis
FIND THE WORDS GIVEN BELOW.

-----------------------------------------------------THANKS & REGARDS----------------------------------------------------------

-------------------------------------------------------MS. Aditi Dhiman------------------------------------------------------------
The lesson is based on Diwali. The warmer is apt. You could
have incorporated a context setting part to give hints about
the chosen festival and the students should have guessed. In
the actual content part the reading, writing, listening and
speaking skills are clearly integrated based on Diwali. The
grammar component is separately integrated with the help of
worksheet based on Diwali as well. The poster making or
word guessing activity could have been included in the
Recapitulation part

RESEARCH -3:

(A)Suggest two suitable language learning methods and their benefits in an

EFL/ESL class. Base your answer on research studies, citing relevant
examples/evidence.
The growing need for fluent communication skills in today’s globalized world creates a challenge for
foreign language teaching. Students must be given a proper foundation of communication skills that are
demanded in different interactive real-world situations outside of the classroom. Students need to be
prepared for real-life scenarios instead of just helping them to pass a superficial paper exam.

There are two suitable language learning methods

 Communicative Language Teaching (CLT)?
 Direct Method

 What is Communicative Language Teaching (CLT)?

 Communicative teaching methods are currently a popular point of discussion and their
effectiveness has been taken into account by language teachers all over the world.
 Communicative language teaching emerged in the1980s as a response to the growing demand for a
language curriculum that would enable learners to use the second language in real-life
situations.Previously, foreign language teaching has predominantly had its emphasis on grammatical
competence, rather than actually focusing on developing students’ communication and interaction
skills.At the end of the day, language does principally exist to make communication possible. CLT
methods primarily focus on the interaction during a classroom-based foreign language class
or online language learning session, in which students actually produce speech and conversation for
most of the classroom time using the target language.

 The main purpose behind communicative language teaching methods is to prepare students to be
confident communicators for different real-life contexts, through repetitive oral practices and
student-student cooperation. In CLT, communication is the end and the means of the teaching
method.

 What are the advantages of Communicative Language Teaching?

“One can master the rules of sentence formation in a language and still not be very successful at
being able to use the language for meaningful communication.”(Richards 2006)

Encourage student to student interaction with role-playing and collaborative tasks

 Student-student interaction plays an essential role in applying a communicative teaching
approach. As the more traditional teaching styles have usually been rather teacher
dominantwith students mainly learning through passive listening, student-student interaction,
on the contrary, focuses on the active interaction among the students themselves during
language classes.

 Student to student interaction embraces the strategies of cooperative learning in which each
student’s learning success is dependent on the whole group’s input during the classroom
sessions. This is an effective way of engaging the whole class as such exercises engage all
students, not just the minority of active students who typically participate in a regular class.

 One popular CLT activity is role-playing. There is a playful component in role-playing that helps
students practice speaking without feeling pressure. You can for example assign parts to your
students, or let them decide on a specific setting. Choose a topic that is relevant to students, or
one that connects to other topics explained in class. This will ensure that role-playing is an
integral part of language lessons and not only a stand-alone experience.

 Collaborative tasks like assigning student groups to solve a puzzle using only the target
language are also popular activities in CLT. This type of exercise allows not only to enhance
students' communication skills but also to experiment with the peer-learning approach, which is
useful in strengthening relationships among students.

How to make use of communicative language teaching in your language

classroom?
Although a teacher’s role is not as dominant during exercises that emphasize student-student
interaction, it certainly is substantial in making the interactional learning space as functional for the
students as possible.

In order to implement CLT methods successfully, it requires more than simply placing students into pairs
and groups. To quote Felder and Henriquez (1995: 25);

“The benefits of the approach are fully realized when the group work is structured to assure such
features as positive interdependence, individual accountability, and appropriate uses of teamwork
and interpersonal skills”

Each student in a language classroom or language lab has individual needs, levels of abilities, and
interests. Therefore, having different tasks designed to meet the needs and skills of different students is
essential in CLT. Also, providing a supportive learning environment makes participation easier for
students, especially those who easily feel shy about active participation.

Practical tips towards applying the communicative language teaching method:

 Have plenty of communicative student-student activities (pair discussions, role-playing, puzzle-
solving, and other collaborative tasks) so that each student is constantly exposed to the target
language.Communicative activities should include a clear situation or context, the roles of the
speakers, and a communicative purpose.
 Practice different formal and informal interactions through games, role-play, and problem-
solving tasks.
 Teachers should concentrate on providing a supportive learning atmosphere and selecting
personalized tasks for students in terms of their individual level, needs, and interests.
 Use the right tools for creating and assigning speaking-based language learning activities.
 For example, you can use modern language teaching software tools like Sanako Connect that
allow recording each students' individual speaking practices and group work. This also enables
important self-evaluation by allowing students to listen back to their own speech and recordings.

Principles Of The Communicative Approach:

 Language learning is learning to communicate using the target language.

 The language used to communicate must be appropriate to the situation, the roles of the
speakers, the setting and the register. The learner needs to differentiate between a formal and
an informal style.
 Communicative activities are essential. Activities should be presented in a situation or
context and have a communicative purpose. Typical activities of this approach are: games,
problem-solving tasks, and role-play. There should be information gap, choice and feedback
involved in the activities.
 Learners must have constant interaction with and exposure to the target language.
 Development of the four macroskills — speaking, listening, reading and writing — is integrated
from the beginning, since communication integrates the different skills.
 The topics are selected and graded regarding age, needs, level, and students’ interest.
 Motivation is central. Teachers should raise students’ interest from the beginning of the lesson.
 The role of the teacher is that of a guide, a facilitator or an instructor.
 Trial and error is considered part of the learning process.
  Evaluation concerns not only the learners’ accuracy but also their fluency.

Main Features and Techniques of Communicative Language Teaching

 Meaning is paramount.
 Dialogues, if used, enter around communicative functions and are not normally memorized.
 Contextualization is a basic premise. (Meaning cannot be understood out of context. Teachers
using this approach will present a grammar topic in a meaningful context. Example: If the new
topic to teach is Present Continuous, the teacher will not mime the action of ‘walking’ and ask:
What am I doing? I am walking. Instead, the teacher will show, say, pictures of her last trip and
tell the students something like: I have pictures of my vacation. Look, in this picture I am with my
friends. We are having lunch at a very expensive restaurant. In this other picture, we are
swimming at the beach.
 Language learning is learning to communicate and effective communication is sought. (When
learners are involved in real communication, their natural strategies for language acquisition will
be used, and this will allow them to learn to use the language.)
 Drilling may occur, but peripherally.
 Comprehensible pronunciation is sought.
 Translation may be used where students need or benefit from it.
 Reading and writing can start from the first day.
 Communicative competence is the desired goal (i.e., the ability to use the linguistic system
effectively and appropriately).
 Teachers help learners in any way that motivates them to work with the language.
 Students are expected to interact with other people, either in the flesh, through pair and group
work, or in their writings.
 How Authentic Materials Fit with the Communicative Approach: The Communicative
Approach is about helping students develop communicative competence, which means the ability to use
proper grammar and linguistic structure in different  real-life contexts and the ability to adapt to
different situations. In this light, Authentic Material is key to helping students develop their grammar and
vocabulary while exposed to listening, speaking, reading, and writing activities.Authentic Material allows
teachers to supplement or eventually replace the boring ESL textbook. The following is a compilation of
authentic material sources most commonly used in the classroom:

 Ad Banners, advertisements, billboards

 Catalogs, college and university brochures, flyers, travel brochures
 Movies, scripts, commercials
 Radio shows, newspapers, Internet websites, magazines, TV shows
 Social media, YouTube, phonebooks
 Ticket stubs, manuals, menus, maps
 Greeting cards, horoscopes

RESEARCH & EVIDENCE:

Findings and Discussion after Implementation of CLT Program in Indonesia

As discussed earlier, the general objective of the implementation of CLT is that to make the students
communicative, and to make it happens – of course – the teaching and learning activities should focus on
the students' need. In line with this, as proposed by Wilkins (1976), the syllabus used is the notional and
functional syllabus. Simply defined, notion refers to the one that the students might use; while function
refers to the one that the students might need in using the language. In other words, it can be stated
that a notional-functional syllabus is one "in which the language content is arranged according to the
meanings a learner needs to express through language and the functions the learner will use the
language for...”
Related to this, the teaching and learning activities should make the students actively engaged in
communication, and the teacher might become a facilitator, a resource person, a guide, as well as a
researcher. Moreover, the material is structurally organized and built on themes, tasks, situations, or
stimulus which can trigger the students to actively communicate in Indonesian language. Theoretically,
there is no standard way of implementing CLT, but there are common procedures that are used in CLT;
they are oral practice, question and answer (either based on dialogue or based on students' personal
experience), meaning clarification, learning discovery, and of course oral production.

In relation to this, the implementation of CLT can be described as follows. The students participating in
this program will have 5-hour classes from Monday-Friday. In addition, while in Indonesia, they have to
stay with host family in Indonesia, so that they are accustomed on how Indonesian people communicate
and behave in their everyday lives. In one classes , there are 4 instructors with additional 2 tutors for
each student. These activities intend to make them immersed in learning Indonesian language. Besides
having 5-hour classes, living with the host family, and interacting with instructors as well as peers, they
are required to take 1 or 2 practical elective courses, like traditional dance, batik, and Indonesian
culinary. The visitation on a number of local industries is also put within the agenda. So far, they have
visited some places, like food industry, traditional medicine, and ceramics industry. They also have guest
speakers during the weekdays and cultural excursion during the weekends. As the final stage, the
students have to make a final presentation, and to make this happens there are lots of staffs that are
ready to assist the students whenever they have problems, especially in using Indonesian language.

The following is the curriculum that is used during CLS program from 2013 to 2015.

Basically, there are four different levels: beginning, advanced beginning, intermediate, and advanced.
The increasing significance of global communication, which necessitates foreign language learning, and
a strong interest in learning Indonesian have encouraged many institutions in Indonesia and abroad to
offer Indonesian classes. Using different approaches, curricula, methods, and materials with creative
activities, most of these institutions claim to have successful language programs. As explained previously
that the most commonly agreed-upon and promoted method is Communicative Language Teaching
(CLT), which emphasizes communicative competence using a notional-functional syllabus and authentic
materials. CLT, furthermore, has led to creative and communicative learning activities using task-based,
text-based, and content-based methods. However, dealing with assessment, they have different
standards and methods of assessment to determine success. In CLS program which is conducted in
Malang, the standards and methods used are OPI and CLT. The students' achievement in using
Indonesian language can be seen further as follows.

Conclusions and Suggestions

The result of the study shows that the implementation of communicative language teaching approach
is very effectivewhen it is combined with extracurricular activities. It can significantly increase students'
Indonesian language skills and use it effectively and meaningfully in “real-world” contexts. The results of
this study, confirms that the use of CLT approach can be implemented in the teaching and learning a
foreign language for an in-country program. Providing the best trained staffs, instructors, peer tutors,
leaders and host families to actively encourage the students' enthusiastic participation in the program
are the other factors.

All in all, to supports that there are four things that contributed to the learners' success in learning
Indonesian language.

First, the kind of students who participated in the program contributed greatly to the success of the
program.

Secondly, is that the host institution was highly dedicated to making the program successful, by
providing the best trained staffs, instructors, peer tutors, leaders and host families to actively encourage
the students' enthusiastic participation in the program. The staff, instructors, and peer tutors are
employed full-time during the summer program with above-average salaries, so that they can focus their
time and energy on facilitating the program activities and the students' success.

Third, all those involved were expected to expand and maximize learners' input and output activities,
using CLT creatively and providing as much real-life communication as possible. For productive CLT to be
successfully implemented in and outside of class, intensive training was conducted for the instructors and
peer tutors throughout the year in order for them to cooperate with each other in the development of
the curriculum, materials and syllabi for coherent goal-oriented activities.

The last but not the least, CLS Malang is also committed to implementing an immersion program with a
language pledge taken by students, as required by ACIE. Among a few agreements that the students
must sign to be selected for this scholarship program is a signed language pledge that stipulates that
students are required to use the target language throughout the duration of the program.

--------------------------------------------------------------Thank
you-------------------------------------------------------------------------------------------------------------------------Ms. Aditi
Dhiman----------------------------------------------------------

 Direct Method:

What is Direct Method/Natural Approach?

Throughout the history of education, especially teaching languages, there have been many approaches
and teaching methods used. During the nineteenth century, the Direct Method (or Natural Method)
was developed as an antithesis to the popular grammar-translation method, which many believed
was failing in the goal of effective communication in a second language. 
The direct method focuses on full immersion in the classroom environment where not one word of the
students’ native language is spoken. The focus is not on grammar but instead on learning through
listening and speaking. When using the natural approach, we don’t focus on the rules, we allow for
mistakes, and we aim for excellent oral communication with our target words and language. 

Experience sharing: I particularly enjoy this approach to teaching because I am not limited to what
language my students speak in their homes. I currently teach English in Modinagar, and I am able to
speak Hindi, English., so using other teaching methods is an option for me in my brick and mortar
classroom.
My online classroom is another story, however! My virtual students are from China, and I don’t know
more than three words in their native tongue. The direct method is my only method for teaching them,
and I have been pleasantly surprised by the results I have seen over the last several years of my China
teaching endeavors. 

The Basic principles of the direct method approach are:

 Teach language inductively: In this method, we don’t explain the rules to the students; we let them
figure it out for themselves. We challenge them and guide them to the correct use of the language,
but we also force them to think through things as they learn. We can do this by showing them
objects and even calling the objects by the wrong color, so they will figure out what the object is
NOT as well as what it is.
 Only use the target language: Our goal is to not have the students translating from their mother
tongue but to learn instead to think in the foreign language. When a person learned their first
language, there was no translation from another language; they had nothing to base it on. The
direct method approach believes in trying to mimic first language acquisition. 
 Oral communication is the main objective: The direct approach focuses on speaking far more than
the importance of reading and writing. This practice is the complete opposite of the grammar-
translation approach, where students learn all of the rules of a language but often cannot speak or
communicate effectively in the second language. Using the direct method, we encourage our
students to speak, even to make grammatical mistakes, so they can get their point across and put
into practice what they are learning in their classrooms. 

Teaching styles used in the direct method approach are:

 Showing or using multiple examples of a word or concept: There should be an overkill of props,
images, or gestures used to make sure the point comes across for a student. The overuse is needed
to ensure comprehension since there is no translation being used at all.
 Props and TPR (total physical response): Visual cues are extremely important for a student learning
with the direct method. The student needs to see the image or the action many times in order to
associate the concept with the new word or language they are learning. 
 Listening and repetition: Not only do the students need to see something to create an association,
but they also need to hear something. They need to hear how the language is used, how it is
pronounced, and how to incorporate it into their oral communication. 
 Speaking: the students need to be able to practice the concepts of words they are learning. Once
they have seen it, seen examples, heard it, and created an association of a word or concept in their
mind, they will need to put it into practice with actually speaking and communicating. Give them
ample opportunity to try to speak and praise them when they are correct. If you don’t understand,
be patient and repeat the examples, TPR, images, etc.
  Make sure to have a non-threatening environment: It is vital to create a safe space for the
students to attempt to communicate using their newly acquired language. The students should
receive rewards and praise when they effectively speak and gentle correction and repetition when
needed due to errors. 

Teach by Talking: Direct Method Techniques That Let Students Learn Like
Natives
Ever heard of this language teaching approach that professes never to teach any grammar?
You won’t hear a word of English—or whatever the students’ native language is—spoken in
the classrooms that operate with this method.
I’m talking about the direct method of language teaching.
Here, we’ll take a deeper look into its philosophies and see if it’s something you’d want to try out in your
classroom.

Let’s begin.

Around the turn of the 19th century, a method arose that served to right the shortcomings of the
grammar-translation method—the most prevalent language teaching approach in those days.
The direct method was developed as an antithesis to grammar-translation method. When the grammar-
translation method’s weaknesses became apparent, the direct method expressly addressed those
competencies scarcely touched by its predecessor.

So, what’s the grammar-translation method? Let’s review.

It’s the teaching method that puts grammar—its rules, morphology, syntax—at the forefront. Meaning,
language is taught by analyzing the different elements of language and explicitly prescribing correct
ways of combining those elements.

A teacher composing a sample sentence on the board, and then labeling the words as nouns, verbs and
adjectives while explaining how they relate to each other, is using grammar-translation method to teach
language. The approach is usually championed in textbooks where the different parts of speech have
their own chapters and, at the end of each chapter, practice exercises abound.
The “translation” part of “grammar-translation” is embodied in the vocabulary lists that give the
equivalents of words in the target language. Translation exercises where students are asked to translate
words, phrases and sentences are often used.

The grammar-translation method is especially adept at developing writing and reading skills, which is
very important in dealing with Latin and Greek—dead languages, but for which a wealth of preserved
literature abounds. But when it comes to practical, modern, spoken languages, it hasn’t resulted in
students with communicative ability to carry an interesting conversation in the target language.
So now comes the direct method, a repudiation of its predecessor.
As we shall soon see, grammar, which is at the core of the grammar-translation method, isn’t even
expressly taught in this approach. There are no grammar exercises, no committing of rules to memory,
no lessons on how to write the plural form of a noun or how to conjugate a verb. That’s why it’s also
known as the “anti-grammatical method.”
And while the grammar-translation is taught using the students’ first language,
the direct method uses only the target language.
Imagine! In a Spanish class that uses this method, you’d only use Spanish to teach your students the
language.
The direct method is also known as “the natural method” because it looks to the process of first
language acquisition to set the context and techniques for second language acquisition. When we
learned our mother tongue, we didn’t go through grammar lessons and translation drills. So, how did we
learn our first language?

RESEARCH & EVIDENCE:

As mentioned before, grammar isn’t explicitly taught in the direct method.
You won’t be telling students about rules and such. Instead, you’ll let your students figure out the rules
for themselves.
Your job is to give them plenty of materials to piece together so they can connect the dots and discover
the parameters for themselves.
Just as we acquired our first language through repeated exposure, so should it be in class. We didn’t
memorize anything for our mother tongue, we simply acquired it through repeated exposure.
So, how do you teach grammar when you aren’t supposed to point out any linguistic rule?
It’s actually easier than you think. And, as a fulfilling bonus, you get to witness your students slowly
figure things out for themselves.
Students learn best when you teach them things that are only slightly beyond their reach. And you help
them “get there” by giving them simple inputs that they can actually use to figure things out.

Let’s say that in a German class you want to teach the word for the color red—a vocabulary lesson.
Instead of using direct translation and writing on the board, “RED = ROT,” you make things more
interesting and more fun. Bring several objects of the color—perhaps a red truck, a red ball, a red cap, a
rose and lipstick. Every time you point to the objects, say “Das ist rot. Rot.” (This is red. Red.) Go through
the different objects and keep on repeating “rot.” With repeated exposure, your students will soon get
the point. To check for comprehension, point to an object of different color, say a blue pen, and ask,
“Rot?” The class should give a resounding “Nein!” (No!)

Let’s say that in an ESL class you want to teach some grammar rule, like how to form the plural of
nouns. You might want to bring two sets of pictures. One depicting lone objects, the other, depicting a
group. You hold the pictures side by side, clearly enunciating, for example, “car” on your right and “cars”
on your left. Repeat this process for several pairs of pictures, emphasizing the “s” sound each time.
Your students will pick up on the clues and figure out the rules for themselves. Now you have to trust
them on this. They may not get it right away, they may not get all of it, but you have to let those light
bulbs work by themselves because this is the kind of learning that really stays with the students.
We’ll have more to say about specific techniques and strategies of the direct method in the next section.
Only the target language is used
This is a biggie: “Only use the target language.” That’s the first thing you read in any direct
method lesson plan.While some do prefer to have some room to throw a little mother tongue here and
there, like in teaching vocabulary, direct method purists would never utter a single sound outside the
target language.
Even in the first few sessions of the course when members of the class will be absolute beginners and all
the words that are coming out of your mouth will sound like Greek to them (even if you’re not teaching
Greek), you need to stick the target language when doing your presentations. That is, do everything
possible—demonstrating, dramatizing, gesturing—to send your message using only the target language.
The idea is that going through translations only bogs down learning. Students should be trained to think
in the target language. Going through translations conditions them to think first in their first language,
before converting the information to the target language.
Your students should be trained to see the world through the lens of the target language.
In a Spanish class for example, when a student sees a red fruit hanging from a tree, she should
immediately be thinking, “la manzana,” not “that’s an apple, hmmm… let’s see, apple is manzana in
Spanish. That’s la manzana!”
There should be a direct connection between the sight of the fruit and la manzana. And it’s your job as
the teacher to make this direct connection.
The direct method looks to the processes of first language acquisition and applies them a second time to
second language acquisition.

When we first learned English, we didn’t have translations to get us through the day. Mommy and
daddy talked to us in simple English and we slowly acquired it. Sure, there were times when we
made mistakes. But through trial and error, we groped our way to fluency. We not only speak English, we
also think and dream in English.
If that’s how your students acquired their first language, then there’s no reason why the same
mechanism wouldn’t work in second (or third, or fourth) language acquisition.
This will allow students to excel in authentic situations where the language is actually being used.
Because they’re used to this target language-only setting, they won’t be overwhelmed when confronting
an unknown word or grammar structure when chatting with a native speaker or watching a video.

Speaking is supreme
In the direct method, listening and speaking skills are given first priority.
This would seem obvious in the field of language learning, but this is in stark contrast to the grammar-
translation method where, because of the focus on linguistic structures, reading and writing skills are
primarily developed.
Not to sneer at writing and reading skills, but the time to focus hard on them should come later in the
language acquisition process.
With the grammar-translation method, you have students who know about the language and can
translate a sentence accurately, knowing the different grammatical rules. Unfortunately, they wouldn’t
have enough communicative skills to find their way through a speed date. With the direct method,
instead of learning about the language, students use the language to send and receive communication.
In the teaching techniques that we will talk about shortly, you will notice that students are actively
engaged in the different classroom activities. They’re not just passively sitting while taking down copious
notes.
In the direct method, students do a lot of talking, gesturing, acting and interacting. They’re encouraged
to talk, no matter how imperfectly. The more talking time the students get, the better. They interact with
you, the teacher, they interact with fellow students. Instead of looking at examples of sentences written
on the blackboard, they get to feel it roll off their tongues and hear themselves speak in a language
they’ll soon be fluent in.
By placing the correct emphasis on comprehension and conversational skills, students are given vivid
firsthand experience with the language. They aren’t just learning about the language, they’re actually
using it to send a message, perform a task or ask a question.
With the direct method, language is really not an academic endeavor, as it has been for the grammar-
translation method. Language is a way to communicate.
Example proliferation
When you only have the target language to use during your lectures, you have to make it up somehow.
Example proliferation is one of the ways you do that.
In order for your students to connect the dots and figure out vocabulary and rules of grammar for
themselves, you have to give them plenty of material to work with. This means that instead of just giving
one or two examples to illustrate your point, you work with five, six or even ten examples. And not only
that—you’ll present each of the examples several times. Repetition is key in the direct method if students
are to draw the correct conclusions.
The examples that you give should be simple, unambiguous and interesting.
Let’s say you want to teach the class the shapes, say circle. You have many different ways to dramatize
this concept. Besides the obvious, which is drawing a circle on the board, you can bring different objects
that exhibit the shape. How about a hula hoop, rings, coins, CDs, buttons, cookie, plate, frisbee or medal?
How about bringing in pictures of the sun, a rotunda, the London Eye and a pizza?
Notice how difficult it is to resist seeing the connection between what you’re bringing and the concept of
“circle?” The more interesting the things you offer to the class, the stronger and more memorable those
mental connections will be. When students have pizzas and pies staring back at them, it’s very hard not
to get the point.
You can do a comprehension check by presenting an object of a different shape and asking the class if it’s
a circle or not.

Visual support
A mantra of the direct method is “demonstrate, don’t translate.” When you do example proliferation to
drive home a point, you would probably be hitting different learning modalities, different senses. And the
most important sensory mechanism to hit—and hit again and again—is the visual sense.
There are many ways you can do this. A simple gesture can make your point vivid and clarify your intent.
For example, you can use a close fist to signify strength. Execute it over and over and your ESL students
will know what you mean when you say, “This table is built strong.”
The thing is, there’s a whole language based on signs and gestures alone. This can only mean that with
enough well-timed actions, a whole new language can be taught.
You can also do actual body demonstrations instead of just using your arms. You can jump, punch,
dance, even swim. You can exaggerate body language to provide context cues for your message.
Teaching about airplanes? Dramatize it by zooming around class, hopping from one airport to another.
As suggested earlier, you can bring labeled pictures or even the actual objects to help dramatize the
content of your lessons.
Of course, the direct method requires that the teacher be prepared. Nothing beats a teacher who knows
their stuff.

Listening activities
Remember when you were a kid and your mom and dad used to read you bedtime stories?
You probably didn’t understand every word of it. You also probably did not know that it was actually also
a great linguistic lesson—especially if one of your parents knew how to modulate their voice and often
went overboard telling the story.
Do the very same thing with your students. Read them a story. Preferably the kind with cool pictures. (If
you can somehow use a projector to have the images on the wall, so much the better.) Choose a story
containing simple sentences.
Pace yourself. The goal of storytelling here isn’t to get to the last page. The story is your vehicle to expose
your students to more of the language. So if you need to repeatedly read the sentences several times
before proceeding to the next page, then do so.
You don’t need to read verbatim, you can do short asides. For example, if there’s a line that reads, “The
lips of the princess were painted red,” you can elaborate a bit by saying, “Red. Just like the rose I showed
you earlier, remember?”
So pace yourself. If there’s a particular vocabulary or concept in the story that you want to elaborate,
then spend a little more time on it.
Another listening activity that you can do is playing a conversation of two native speakers. (They can be
talking about anything, as long as they use simple sentences and aren’t conversing too fast.) Replay
several times, then ask the students about the contents of the dialogue.
The goal in these activities is really not to understand everything. It’s to understand what’s going on.
What’s the story about? What are these two people talking about?
If they understand the message, then they’ve just experienced the target language as it’s used to convey
a specific message.

Oral exercises and tasks

The direct method is a speech-centered teaching approach and believes that there’s nothing like having
your students talk in the target language. Make it a clear goal to make your students talk in class as
early in the course as possible—in the first class, really.
Grab any excuse you have to make them open their mouths and use the target language. For example,
engage them interactively often by asking questions, encouraging them to reply only in the target
language. You can ask the class as a whole or random students individually.
“Jerry, how was your weekend?”
“Class, did you see the news this morning? Any reactions?”
“Can anyone tell me their greatest fear?”
Sure, they’ll maybe answer you in the most basic form of the target language that they can muster, even
almost incoherently mumbling. But you know that’s all part of the process.
Let them interact with each other. For example, split them up into pairs and let them do question-and-
answer dialogues. One of the students will ask all the questions, the other will do the answering. They
can ask any question that they want, and the answer given must be as honest as possible. The goal here
isn’t to ask grammatically perfect questions and give grammatically perfect answers. It’s to experience
what it’s like to send and receive messages in the target language. After five questions and five answers,
make them switch positions and do another five rounds of Q&A.
Also give them opportunities to talk in front of the class. You can extend the previous activity by making
them present it in class. Give the pairs a chance to practice a little and put them on deck.
Like I said, every time you find an opportunity to make your students enunciate the sounds of the target
language, grab it. Even a simple reading task where you call on each student to read aloud different
parts of text in front of the class would go a long way in giving them firsthand experience with the
language.

Stress free and supportive environment

Providing your students with a stress-free and supportive environment is a standard for all the other
teaching approaches, but nowhere is it more important than in the direct method.
Imagine being a student, sitting in your first language class, and immediately the teacher is addressing
you in the language that you’re supposed to be learning—even though you haven’t learned a word yet.
Everything that comes out of her mouth sounds all Greek to you (even though it’s Spanish or Korean).
Yeah, her gestures and tones help somehow, but you can’t be really sure what she means.
Even so, you start picking up a few sounds and tones, a few words here and there that you think have a
certain meaning.
The classroom situation is very fluid and you just don’t know when the teacher will call on you and make
you stand in front of the class. You can’t just sit at the back of the classroom and fly under the radar until
the course finishes.
Imagine that. As good as this is for getting students to be observant, think critically and absorb the
language naturally, it could be a little intimidating.
As a teacher, it’s your first responsibility to make every member of the class understand that mistakes
aren’t fatal. They don’t have social repercussions. Mistakes are part of language learning and you have
to give students enough confidence to participate in class, regardless of uncertainty.
Let them know that you’re there for support. One of the ways you can do this is by making sure that
when you call on someone and throw them a question, you never leave without giving the correct
answer. For example, you can ask, “Tim, what color is this?” Tim sees that you’re pointing to a yellow
banana, but doesn’t know how to respond. What do you do? You feed him the answer and then let him
tell it to you.
You: “It’s yellow. Yellow! This banana is yellow. What color is this?”
Tim: “Yellow.”
You: “Very good! Class, the banana is yellow.”
What if Tim ventures on another answer, like “red,” how do you respond?
You give Tim plenty of opportunity to self-correct and guide him to the answer. You can repeat his
answer with a questioning tone (“Red?”) then give him options by saying, “Is it red (pointing to
something red), or is it yellow (point to the banana)?”
If he mispronounces “yellow,” feed the correct pronunciation to him and let him throw it back to you. In
short, nobody in your class gets asked a question without being able to give the correct answer.

Make students feel that you won’t leave them hanging, you won’t embarrass them in class
and they’ll be active and willing participants in the learning process.
 
And that’s what the direct method is all about—a unique method with wonderful virtues of its
own.
We’ve talked about its principles and we’ve presented its techniques.
----------------------------------------------------------------THANK
YOU----------------------------------------------------------------------------------------------------------------------MS. Aditi
Dhiman-------------------------------------------------------

RESEARCH -3:

(B) Also mention the skills/attributes a teacher should possess in order to

facilitate an EFL/ESL class efficiently. (Word limit within 450 to 500 words).
What do we mean by skill?
A skill is commonly defined as an ability to do something well or with expertise. In education, skill refers
to an ability acquired through planned, deliberate, and systematic effort. Students reach automaticity
and become skilled after extensive practice. Richards and Schmidt (2010, p. 532) define a skill as:

“An acquired ability to perform an activity well, usually one that is made of a number of coordinated
processes”

In language teaching, language skills are categorized into two categories: receptive and productive skills.
Reading and listening are part of receptive skills. The productive skills, however, comprise speaking and
writing.

Qualities of a Good EFL Teacher

The best EFL teachers are not born but are made. While an innate interest in teaching is required, I have
realized over the course of my education and my teaching career that to stay on top of the game, we EFL
teachers must always be learning. We cannot afford to lose focus on the qualities we need to practice,
the knowledge that we need to acquire, and the learners we need to keep up with. Teaching is far from
being a passive role: a professional teacher is always active and observant, even when they are not
teaching.There are some qualities that make a good EFL teacher. Being aware of these qualities, and
more importantly, working at it, can turn a competent teacher into a brilliant one!

Based on my experience and my interactions with fellow EFL teachers, I have narrowed these down .

1. A Love for Teaching and Language

Some of us know teaching as a calling. We know that we want to teach. It comes from a need to help our
community and to make a difference and to make lives better. You must really want to teach and to
share knowledge to be effective as a teacher, irrespective of what you are teaching. EFL teachers must
also love language and its intricacies, but that alone will not be enough. Teaching a language requires
more than telling students what the rules of the language are. You must be able to identify strengths
of a learner as well as their weaknesses, know the most appropriate methods of skill transfer, and
possess immense patience in order to make the jump from a language specialist to a teacher.

2. Communication is Key
In language learning, communication is extremely important because that is the aim of a language class
– to enable learners to communicate in a new language. Again, a teacher is required to be a good
communicator. A teacher must be a good listener to understand the learners and their needs. In
addition to that, a teacher must also be able to communicate clearly so that learners, who often come
from diverse backgrounds, understand the teacher. Communication is also the best way to get feedback
from learners and assess if they have learned the concepts satisfactorily.

3-An Organizer and Planner- Be prepared with lesson plans, materials and resources

As a language teacher, you have to set objectives and plan your lessons. Many of these lessons may
require activities. The learning activities need to be planned ahead – goals, steps, resources, and
evaluation. Apart from this, crucial to a teacher’s success is classroom management. It involves lesson
planning as well as managing different learners with different learning styles and behaviors in the
classroom. Most of the organizing and planning strategies can be learned in teacher training. Practical
experience will, over time, assist the teacher with what works and what does not work.

4-A Learner for Life

Language does not remain static – neither are the modes of language use and learning. They are
constantly evolving. Hence, teachers must evolve. It can be achieved through refresher courses as well as
paying attention to the news in the English language teaching field as well as other related fields.

5-Tech-savy

Technology is also important. Teachers need to understand how to exploit technology to teach language
as well as how technology could change the way in which language is used. Language is not restricted to
verbal communication anymore. It has been adapted to suit technology – abbreviated forms in texting,
for example. Traditionally, language teachers used pen-to-paper writing practice in class yet now
teachers should teach students how to write emails which would follow a different format and style.
Besides, teaching and learning feed each other.

6-Knowledge, Knowledge

It is important to have a call for teaching, enjoy language and possess good interpersonal skills. Yet for
all of these to be used effectively and to have the intended impact, what is necessary is a solid
foundation and that comes with knowledge. Not only do you need to have knowledge pertaining to the
language but you should also need to have teaching knowledge – methodologies, evaluation, classroom
management, and learning styles. Together, language and teaching skills, will make you more effective
as an EFL teacher.

7-. Innovative Thinker- Encouraging Learning vs entertaining

An EFL teacher must be able to quickly think on their feet and to respond with new ways to present
concepts. This is helpful on many levels. Being able to think in an innovative manner could help you
simplify complex concepts like grammar rules that normally put learners to sleep. Different learners may
respond differently to a lesson and you’ve got to be able to explain the same thing differently to each
learner using diverse examples and activities. Some students may learn through tasks while others learn
with images, and still other learners may acquire through storytelling or dictation. An EFL teacher must
think out of the box to keep learners engaged and to achieve objectives.

8-Empathy Opens Doors

Teaching is humanistic. Hence, empathy is a prerequisite quality for EFL teachers. A teacher must have
an interest in people – who they are and what they are about – in order to meet their language learning
needs through teaching. Not all people have an easy life. A learner may be performing badly due to
stress that interferes with their ability to pay attention. Another learner may be shy or bullied and hence
doesn’t participate in classroom discussions. Teachers have to pay attention to these cues, empathize,
and be patient with such learners. Empathy builds trust and that can dissolve barriers to learning.

9- An Interest in Culture

Since many people who commence language learning lessons could be from differing cultures, an EFL
teacher must be curious and interested in other cultures. It can inform teaching in many ways. Learners
may use grammar rules influenced from their first language while their intelligibility may be reduced due
to the learner’s language. An Asian learner may use ‘they’ as a form of respect even when referring to an
individual. When an EFL teacher comprehends culture, they will know how it is influencing a learner’s
ability to learn English. EFL teachers can also use the customs and traditions of various cultures in
teaching so that learners don’t feel completely alienated and learn English through familiar contexts.

10-Know How to Motivate-A Great Motivator

A teacher is a leader due to the fact that they must encourage learners to meet a common goal. And as
with any good leader, a good teacher must know how to motivate learners to continue life-long learning.
Just showing up for class and completing assignments is not an indicator of learning. A teacher must
generate enthusiasm to learn by understanding the needs of the learners. Are learners interested in
learning English to increase employment opportunities, to move to an English-speaking country, or to
communicate their thoughts better?Understanding these needs is necessary as an EFL teacher can
encourage a student to meet their personal needs and sustain their interest in learning.

11.Be Reflective

A good EFL teacher must be reflective by nature because this will make them aware of themselves as
people and as teachers. They will know their strengths and weaknesses, and this understanding could
help them improve as people and as professional teachers. Reflective time lets you focus on methods
that have been used in the classroom and what needs to be developed. It is also a good idea to take
feedback from colleagues and students to grow as a teacher.
12.Professional attitude& Dress code

Students have expectations about how their teachers should act and dress. ‘Making a statement’ as a
teacher may cost more than its worth on terms of credibility and respect, most particularly overseas,
where the native-speaker may not really understand the student’s expectations.

13.Make your Commitment & enthusiasm obvious

Teachers are the energizer bunny in the classroom. The students will be as animated and committed as
you appear to them. Do temper your enthusiasm with a level of decorum appropriate to your role as a
teacher.

14-Establishing your presence in the classroom

Some Cultures have an established procedure from the beginning of the class which, to those from
western cultures, may seem meaningless but none the less, must be done.

15.Classroom management Skills

It is not much what to teach that concerns teachers, but how to manage a class that worries them.
Classroom management means ‘people management’ while teaching, or , how to direct the students to
do what you want them to do.

So these are the 15 skills / attributes that I think a teacher should possess in order to facilitate an
EFL/ESL class efficiently. I’m constantly working on these qualities while also keeping in mind that
teachers are always on a journey and never a finished product. The learning never ends.

The total word limit of the whole answer including both the parts is
450-500 words. Kindly maintain the word limit and always write the
answer in your own language
Kindly Rework