communicative-language-teaching
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- PaperERIC — ELT & TESOL1 Jan 2025
Evaluation of English Language Teaching via Objective-Based Curriculum Evaluation Model
Atilla Ergin, Simge Kambur
This study evaluates the effectiveness of a curriculum designed to teach the Simple Past Tense to high school preparatory students using a communicative and student-centered approach. Pre- and post-tests measured improvements in speaking, listening, reading, and writing, while observation forms assessed engagement and instructional impact. Findings indicate that integrating grammar instruction with real-world tasks enhances student engagement and learning outcomes.
Original abstract
This study explores the effectiveness of a curriculum designed to teach the Simple Past Tense to high school preparatory students within a communicative and student-centered framework. The participants were 24 male students, aged between 14 and 15, all possessing A2-level English proficiency. Through a combination of pre- and post-tests, the study assessed progress in students' core language skills: speaking, listening, reading, and writing. Additionally, both teacher and student observation forms were employed to examine classroom engagement and instructional impact. For one week, the lessons emphasized real-life application of the past tense, aiming to create meaningful and interactive learning experiences. Quantitative data were analyzed using dependent samples t-tests to identify any significant improvements in language performance. Complementary to this, qualitative data from observation forms were subjected to thematic analysis to uncover patterns related to participation and instructional effectiveness. Findings suggest that integrating grammar instruction with real-world tasks enhances student engagement and reinforces learning outcomes. The study highlights the importance of balancing form-focused instruction with communicative practices and offers implications for refining grammar teaching strategies in similar contexts.
- PaperDOAJ — Language assessment1 Jan 2016
Making your traditional text work: Input, Scaffolding and Communication
Andrew J DeMil
Second language acquisition research shows that comprehension activities with meaningful production promote acquisition better than mechanical drills, yet most textbooks ignore this. This article offers practical strategies for instructors to adapt traditional textbooks toward more communicative, input- and scaffolding-based instruction.
Original abstract
Second Language Acquisition (SLA) studies provide evidence that comprehension activities that involve meaningful language production and communication promote language acquisition more effectively than mechanical drills. Recent studies review the state of foreign language textbooks and demonstrate that the majority of foreign language textbooks do not follow SLA research. This article provides ways that a second language instructor can use a traditional text to help lead to meaningful language instruction.