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In my experience at many Asian conferences, some people in the audience laugh particularly loudly when they hear a native speaker of English saying something that might be funny. Strangely, they don’t laugh so loudly if a non-native speaker of English says the same thing. There may be multiple reasons but this one is for sure. They want to let other people know that they can understand what the native speaker is saying, and they are proud of themselves for being able to listen fluently.

Listening, unlike speaking, is usually an individual process. That is the reason why teachers give students a speaking or writing comprehension check after listening to a passage. Otherwise it is difficult to know to what extent their students comprehend.  Continue Reading →

Instructors are no longer limited to pressing play on a VCR to show a video. With the advent of online streaming video, students can watch media independently of their peers on individual devices or workstations. This autonomous viewing experience involves navigation and audio controls. Online video technology has rapidly evolved to allow teachers and students more engaging features during a video viewing experience. These features are discussed in relation to enhancing the online video learning experience through various feature-rich websites.1

Online Video and Learning

Online video can enhance learning when the technology is cooperating. At its best, online video offers ubiquitous access to learning content through dedicated media hosts. Video sharing sites such as YouTube, institutional servers, and third party genre specific sources such as ESL video provide dependable streaming of millions of videos with a click of a button.  Continue Reading →

With the rise of precarious employment in the teaching field, some teachers are interested in looking at ways to earn additional income. There are other reasons such as the desire for more creativity, an interest in learning new skills, or having more work-life balance. For me, it was the freedom to travel at any time of the year, not just school breaks. This workshop was developed in response to inquiries from teachers regarding my transition to teacherpreneur and the research that I conducted as part of this transition.

We discussed the following topics: why become a teacherpreneur; definitions of teacherpreneur; the difference between a freelancer and a teacherpreneur; and the top five ways teachers earn additional income. There was also a hands-on activity where small groups brainstormed a list of “teacher transferrable skills” to inspire teachers to think of themselves as more than just an ESL teacher.  Continue Reading →

Supporting blended learning at a college with a face-to-face classroom model can be a challenge, particularly in an EFL learning environment. Faculty need clear guidelines about the institutional definition of blended learning, a strong sense of why they should “blend” technology and face-to-face methods, as well as the know-how for tools and resources amongst a range of other considerations. In order to better support faculty, our Learning Technologies team offered a Blended Learning Workshop Pilot Series to support a culture of learning starting with basic technology tools and resources freely available to faculty. The following describes how we went about creating and delivering the series, and provides insights into what we learned from the experience and feedback from faculty.

Blended Learning

We have decided to use the definition from the University of Central Florida’s Blended Learning Toolkit for the purposes of our pilot series,  Continue Reading →

Critical thinking (CT) is a fundamental defining concept of a Western university education (Barnett, 1997) and it lies “at the heart of EAP” (de Chazal, 2014, p. 12). However, there is  a  discrepancy  between  the  findings  of  several  experimental  studies  that  show  CT to be particularly suited to a content or theme-based approach, and how it is currently conceptualized  and  taught  in  many  English  for  Academic  Purposes  (EAP)  programs. Some EAP foundation programs tend to regard it as a discrete transferrable skill- one not necessarily embedded within a particular theme or subject.

This article aims to answer one question: how can CT best be taught to EFL/EAP students? It will argue that integrating the teaching of CT within a discipline or subject is particularly effective for EFL learners.  Continue Reading →