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This unit focuses on teaching methodologies in the class. There are 10 methodologies that were shared. Although these have their advantages and drawbacks, they can be used but may not be completely effective. The effective method that was taught in this unit was an approach called 'ESA' also known as Engage, Study and Activate. It is the methodology that this course is based upon as it the most effective and the most logical of all.
An important feature of an EFL lesson is elicitation and there are 10 ways we can elicit words or ideas that was shared in this unit. It is important because we should draw out the content and information from the students instead of feeding them information. This shows that guidance is of importance when teaching language. Elicitation can be used for all three stages of the ESA.
Each of the components of the ESA was explained in this unit and suggestions of how lessons can be carried out are shared. Ideas for each of the components were also given in this unit to provide us a guideline of the activities we can carry out in class. As the teacher, it is up to us to give a lesson that has a variety of activities as this will continuously keep the students engaged.
In addition, there was an explanation of three different types of an ESA Lesson. They are the 'Straight Arrow,' 'Boomerang' and 'Patchwork.' These types of lessons gives us the theories of an ESA methodology. It must be noted that such theories are very helpful guidelines to ensure that our English classes have a clear objective. The actual technique that we teach in class may be a little bit varied depending on the students and how receptive they are. In my opinion, the guidelines provided should always be kept in the back of mind to ensure that our lessons are always in a progress. Although changes and modifications may happen, the techniques learnt in this unit will serve as a guiding light to us in class.
Finally, this unit shares on giving feedback or corrections. It is important that teachers are encouraging. We do not want to put the students off as English is not their L1. Providing a positive and encouraging environment will keep students motivated and engaged. It is a usual practice for EFL teachers to distinguish between mistakes and errors. When giving feedback, it should not be condescending, positive feedback should be given first before correcting them. It is human nature to want to be praised, so this guideline would be helpful and nurturing. In addition, when correcting, we should give the students space to correct their mistake before pointing it out immediately. This way, the students can see their own mistakes and it will be more impactful this way. The objective is to make knowledge stick and this way, it will hopefully meet the objective.
