ENGAGE – STUDY – ACTIVATE

I. Background knowledge:
The Engage, Study, Activate (ESA) method is a language teaching
methodology that originated and developed within the field of English
language teaching (ELT), particularly within the English as a Second
Language (ESL) and English as a Foreign Language (EFL) contexts. While the
ESA method doesn't have a single originator, it has evolved as a response to
the changing theories and practices in language teaching.
1. Development and Origin
 Origins in Communicative Language Teaching
The ESA method is rooted in the broader principles of Communicative
Language Teaching (CLT), which gained prominence in the 1970s and 1980s.
CLT represented a shift away from traditional language teaching methods
that focused on grammar and memorization. Instead, it emphasized the
importance of teaching language in ways that enable learners to
communicate effectively in real-life situations.
 Emergency and Adaptation
The ESA method emerged as language educators began experimenting with
different ways of implementing CLT principles in the classroom. Educators
and materials developers adapted and refined the ESA method, focusing on
structuring lessons that engage learners, provide structured study
opportunities, and promote active language use. Over time, the ESA method
has continued to evolve and adapt to meet the needs of diverse learners,
contexts, and languages. Language educators have incorporated technology,
authentic materials, and various interactive activities to enhance the
method's effectiveness.
 Popularity and Global Use
The ESA method has gained popularity worldwide as an effective way to
teach English and other languages. Many ESL and EFL teacher training
programs incorporate ESA principles into their curriculum, and numerous

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ESL/EFL textbooks and teaching resources are designed around this
methodology.
II. Key Principles of PPP method
 Meaningful communication
The method prioritizes meaningful communication over rote memorization
and mechanical drills.
 Student-centered learning:
It promotes active participation and student engagement, making learners
more responsible for their own language development
 Adaptability
The ESA method is flexible and can be adapted to different levels, age
groups, and teaching contexts.
 Progression
The sequence of Engage, Study, and Activate ensures a logical progression
in language learning, moving from introduction and understanding to
practical application
III. Three Stages of ESA method
3.1 Engage:
The Engage stage is the initial phase of the ESA method. Its primary purpose
is to capture the students' interest, motivation, and attention, creating a
positive and engaging learning atmosphere. In this stage, teachers introduce
the lesson topic or target language point within a context that is interesting
and relatable to the students. The goal is to make the students curious about
the upcoming lesson and to establish the relevance of the material. It helps
students understand why they are learning the language and how it can be
applied in real-life situations. Engage activities often include warm-up
exercises, thought-provoking questions, discussions, games, or short video
clips. These activities serve as a transition from the previous lesson and help
set the tone for the current one.

3.2 Study:

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The Study stage is where the main language learning takes place. It is a
structured and systematic phase where the teacher presents and explains
the target language or grammar point. In this stage, students receive
explanations, examples, and practice exercises that help them understand
the language rules and concepts. It may include grammar explanations,
vocabulary building, pronunciation practice. Teachers actively engage with
the students during the Study phase, providing explanations, clarifications,
and feedback as needed to ensure a clear understanding of the language
elements being studied.
3.3 Activate:
The Activate stage is the final phase of the ESA method. It focuses on
encouraging students to actively use the language they've learned in
meaningful and communicative ways. In this stage, students apply their
language skills in real-life situations or scenarios. Activities often involve
authentic communication, such as role-plays, debates, discussions, group
projects, and problem-solving tasks. While the teacher's role in the Activate
phase is more of a facilitator and observer, they guide and monitor the
students' language use, provide feedback, and make corrections as needed
to support effective communication.
IV. Teaching and Learning Issues
 Insufficient Attention to Individual Needs
ESA lessons are often designed for the entire class, which may not address
the individual learning needs or pace of each student. Some learners may
struggle to keep up with the class, while others may find the material too
easy.
 Overreliance on Simplified Language
To make lessons accessible and engaging, teachers may simplify language
during the Engage and Activate phases. However, this can lead to students
not being exposed to the complexity of real-world language use, which they
may encounter outside the classroom

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  Limited Focus on Form
While the ESA method emphasizes communication and meaning, it may not
always provide enough attention to the accurate use of grammar and
vocabulary. Some students may end up with gaps in their language
proficiency if these aspects are not adequate addressed.
 Inadequate Assessment
The method's emphasis on communication may lead to limited assessment
of students' progress in terms of language accuracy and proficiency. It can
be challenging to assess individual students' language development
accurately.
 Time constraints
The ESA method requires careful lesson planning and may require more time
for preparation compared to traditional teaching methods. Teachers may find
it challenging to cover a sufficient amount of material within limited class
time
 Teacher Training
Effective implementation of the ESA method requires teacher training and
expertise in designing engaging lessons. Inexperienced teachers may
struggle to create and execute ESA lessons effectively
 Insufficient Variation
If lessons are consistently structured according to the ESA model, students
may become bored or disengaged due to the predictability of the approach.
Variations in teaching methods and activities may be needed to maintain
motivation
V. Necessary Teaching Skills for Sucessful Application of PPP
Method
 Understanding of Language Learning Theories
Teachers should have a solid understanding of language learning theories,
including communicative language teaching (CLT) principles and theories of
second language acquisition. This knowledge will guide their instructional
decisions within the ESA framework.

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  Proficiency in the target language
Teachers should have a high level of proficiency in the target language they
are teaching. Proficiency allows them to model correct language use and
provide meaningful examples during the Study and Activate phases.
 Flexibility and Adaptability
Teachers must be adaptable to different learning contexts, student needs,
and language proficiency levels. Flexibility allows for adjustments in lesson
pacing and content based on student progress.
 Effective communication:
Excellent communication skills are essential for engaging students,
facilitating discussions, providing clear explanations, and giving constructive
feedback.
 Reflective Practice
Teachers should engage in reflective practice, regularly evaluating the
effectiveness of their lessons and making adjustments based on student
feedback and outcomes.
 Creativity and Innovation
Creativity in designing engaging activities and innovative approaches to
language teaching can greatly enhance the ESA method's effectiveness.
VI. Variations and Adaptations of ESA
 ESAR (Engage – Study – Activate – Review)
This variation adds a "Review" phase to the traditional ESA framework. After
the Activate phase, the teacher and students review what they've learned
during the lesson. This reinforcement of key language points can help with
retention.
 ESAA (Engage – Study – Activate – Assess)
The "Assess" phase is added to evaluate students' language proficiency at
the end of the lesson. This phase can involve quizzes, tests, or other forms of
assessment to measure what students have learned.

 ESAD (Engage – Study – Activate – Debate)

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In this adaptation, the Activate phase is specifically focused on debates or
argumentative discussions. Students are encouraged to express and defend
their opinions on a topic, promoting critical thinking and persuasive language
use.
 ESAR (Engage – Study – Activate – Reflect)
After the Activate phase, this adaptation adds a "Reflect" phase where
students discuss their performance, what they've learned, and how they can
improve in future language activities
A straight arrow (ESA) – Boomerang (ESASA) – Patchwork (EASAESA)
 Boomerang version of ESA (ESASA) patchwork (EASAESA)
Engage: The lesson begins with the Engage phase, just like in the traditional
ESA method. This phase aims to capture students' interest, motivation, and
attention by introducing the lesson topic or language point in an engaging
way.
Study: After the Engage phase, the lesson moves into the Study phase,
where the teacher presents and explains the target language or grammar
point in a structured manner. This phase provides students with the
necessary knowledge and understanding of the language rules and concepts.
Activate: Following the Study phase, the lesson enters the Activate phase,
where students are encouraged to use the newly acquired language skills in
meaningful and communicative ways. Activities in this phase often involve
role-plays, discussions, debates, or other interactive tasks that promote
language use in real-life situations.
Boomerang back to Study: Unlike the traditional ESA method, the
Boomerang ESA method includes a return to the Study phase after the initial
Activate phase. This "boomerang" back to the Study phase allows students
to revisit and consolidate their understanding of the language they used
during the Activate phase. During this return to the Study phase, teachers
may provide additional explanations, examples, or practice exercises that
focus on the language points highlighted in the Activate phase.

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Activate again: After the second Study phase, the lesson can either
"boomerang" back to another Activate phase for further practice and
application, or it can extend into more advanced or complex language tasks,
depending on the learning objectives and the students' progress
VII. ESA Lesson Plan
Lesson Title: What are they doing?
Level: Pre-Intermediate
Duration: 60 minutes
Materials: whiteboard markers, handouts with sentences for Study Phase,
pictures/flashcards depiciting various actions
Objectives: By the end of the lesson, students will be able to use the
present continuous tense to describe actions happening now

Lesson Stages:
1. Engage (15 minutes)
 Warm-up activity: Start with a fun and engaging warm-up to capture
students' interest. You can use a short video clip or images showing
people doing various activities. Ask students to describe what they see
using the present continuous tense. For example, "What are they
doing?" Allow a few students to share their answers
 Discussion: Engage students in a brief discussion about their daily
routines. Ask questions like, "What are you doing right now?" and
"What are your classmates doing?" Encourage students to respond
using the present continuous tense
2. Study (20 minutes)
 Presentation: Present the target language (present continuous tense)
using visual aids on the whiteboard. Explain the structure, focusing on
the use of "am/is/are + verb-ing." Provide clear example. Ex: I am
reading a book. She is watching TV.
 Practice exercise: Distribute handouts with sentences in the present
continuous tense. Ask students to identify the tense and rewrite

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 sentences in the affirmative, negative, and interrogative forms.
Affirmative (He is playing soccer); Negative (She is not cooking dinner)
and Question (Are they watching TV?)
3. Activate (20 minutes)
 Pairwork: Divide the class into pairs. Each pair receives a set of
pictures or flashcards depicting various actions (e.g., eating, reading,
dancing). One student describes an action in the picture using the
present continuous tense, while the other guesses what the action is.
After a few minutes, switch roles
 Group activity: Have students form small groups. Each group is given
a scenario (e.g., at a party, in a park, at a restaurant). In their groups,
students take turns describing what people are doing in that scenario
using the present continuous tense. Encourage creativity and detailed
descriptions
4. Reviewing and Closing (5 minutes)
 Gather the class and review the key points of the lesson, including the
structure and usage of the present continuous tense
 Ask students to share their thoughts on the lesson and what they
learned
 Assign homework, such as writing sentences using the present
continuous tense or describing what they are doing at a specific time
tomorrow
VIII. Merits and Demerits of PPP Method
1. Merits
 Focus on Communication
ESA places a strong emphasis on meaningful communication, encouraging
students to use language in real-life contexts, which is essential for language
fluency and practical language skill.
 Engagement and Motivation
The Engage phase is designed to capture students' interest and motivation,
making lessons more engaging and enjoyable for learners.

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  Contextual learning
ESA often starts with an engaging context during the Engage phase, helping
students see the relevance of the language they are learning and promoting
deeper understanding.
 Flexibility
ESA is adaptable to different teaching contexts, levels, and age groups. It
allows teachers to customize lessons to meet specific learner needs.
 Real-life Application
The Activate phase provides opportunities for students to apply what they
have learned in real-life situations, improving their practical language skills.
2 Demerits
 Time-consuming
Implementing the ESA method may require more time for lesson planning
and execution compared to traditional teaching methods.
 Limited Focus on Accuracy
ESA's emphasis on communication may lead to limited attention to the
accurate use of grammar and vocabulary, potentially resulting in gaps in
language proficiency.
 Complexity for Novice Teachers
Novice teachers may find it challenging to design and execute ESA lessons
effectively, as the method requires a good understanding of language
teaching principles and strategies.
 Overreliance on Teacher Creativity
The success of the ESA method often depends on the teacher's ability to
create engaging activities. An overreliance on teacher creativity may lead to
inconsistent lesson quality.
IX. PPP v.s ESA
 Approach to Language Teaching
PPP is more focused on explicit teaching of language forms and accuracy,
while ESA places a greater emphasis on communication, fluency, and real-
world language use.

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  Lesson Structure
PPP follows a fixed sequence of Present, Practice, Produce, whereas ESA is
more flexible and adaptable, allowing for a cyclic approach that can revisit
any phase as needed.
 Teacher Role
In PPP, the teacher plays a central role during the Present phase, whereas
ESA encourages the teacher to take on a more facilitative role, particularly in
the Engage and Activate phases.
 Emphasis on Communication
ESA places a stronger emphasis on authentic communication and real-life
language use, making it more suitable for contexts where functional
language skills are a priority.
 Engagement
ESA prioritizes student engagement and motivation through activities in the
Engage phase, while PPP may not always have a dedicated phase for
engaging students.
X. Conclusion
The Engage-Study-Activate (ESA) method is a widely recognized and
adaptable approach to language teaching that offers several valuable
advantages for educators and language learners. This method places a
strong emphasis on meaningful communication, engagement, and practical
language use, which aligns with the principles of communicative language
teaching (CLT). By incorporating the ESA method into their teaching
practices, educators can create dynamic and effective language learning
environments.
Some key advantages of the ESA method include its promotion of student-
centered learning, adaptability to various teaching contexts and proficiency
levels, and its focus on engagement and communication. It encourages
teachers to create dynamic, interactive, and engaging lessons that cater to
diverse learning styles and preferences. Additionally, the method fosters a

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sense of ownership and responsibility for language learning among students,
as they actively participate and apply their language skills.
However, the ESA method is not without its limitations. It may require more
time for lesson planning and execution compared to traditional teaching
methods. In some cases, there could be a potential overemphasis on
communication at the expense of language accuracy and complexity.
Managing large classes and ensuring individualized attention can also be
challenging.
To maximize the benefits of the ESA method, educators should be well-
equipped with the necessary pedagogical knowledge, creativity, and
adaptability. They should also consider the specific needs and goals of their
students and tailor their lessons accordingly. By striking a balance between
engagement, language accuracy, and practical application, teachers can
harness the potential of the ESA method to create effective and enjoyable
language learning experiences.

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