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Acknowledging the various methodologies and approaches of EFL teaching allows teachers to produce the results during lessons. Frankly speaking,being aware of these vital teaching methodologies, namely Grammar-translation, Audio-lingualism, Task-Based learning and the like, enhances learners’ productive outputs. Although there exist a myriad of approaches and methdologies, each of which holds its pros and cons. The common convenient method is the salient one suggested by Jeremy Harmer. It is relatively concerned with the so-called Engage Study Activate-ESA method. Indeed, ESA is the vey preferable methodology entailing much diversified and multiple activities as well as materials during the stage of teaching and learning criteria. In an essence , ESA is inherently effective, first and foremost, for elicitation standard wherein learners are capably motivated to be involved throughout the course procedures. Learners are unconsciously provoked to speak spontaneously through the use of elicitation tools: realia, flashcards, mime and follow-on questions. Methodologically speaking, Implementing the main ESA plan lessons including ‘Straight-Arrow’, ‘Boomrange’, and ‘Patchwork’ in a sequential and consecutive manner reduces complication and increases clarity and comprehension for learners. Intrinsically, it is noteworthy that teachers are allowed to prioritize student self-correction and student-student correction more than teacher-correction option. In effect, the learning phase of learner becomes efficiently prolific in both fluency and accuracy simultaneously. In a nutshell, the proper use of the various aforementioned methodologies along with its paramount types and/or options elevates learners’ learning of the EFL.
