Why are students not motivated? English levels, culture, class sizes, previous education get the blame in university classes. However, most students come into that first class wanting to learn, and in most cases the teacher causes demotivation. The key to sustaining or enhancing motivation lies within a classroom atmosphere built on respect and trust with a syllabus guiding students towards autonomy. Classes should avoid being only 'fun', and need to foster learners who can continue their learning. This monograph introduces and reports the outcomes of a guided-autonomy syllabus compared to the syllabus of textbook fragmentation. The guided-autonomy syllabus is a goal-oriented syllabus with the teacher acting as a facilitator in an authentic learning environment built on respect and trust gradually creating the autonomous learner. It increases internal motivation starting teacher-centered and gradually moving towards student-centeredness through autonomy enhancing activities, primers in second language acquisition, in an encouraging classroom atmosphere. A student, after a guided-autonomy class said, "it was a great atmosphere, meaningful, and not a waste of time."
Why are students not motivated? English levels, culture, class sizes, previous education get the blame in university classes. However, most students come into that first class wanting to learn, and in most cases the teacher causes demotivation. The key to sustaining or enhancing motivation lies within a classroom atmosphere built on respect and trust with a syllabus guiding students towards autonomy. Classes should avoid being only 'fun', and need to foster learners who can continue their learning. This monograph introduces and reports the outcomes of a guided-autonomy syllabus compared to the syllabus of textbook fragmentation. The guided-autonomy syllabus is a goal-oriented syllabus with the teacher acting as a facilitator in an authentic learning environment built on respect and trust gradually creating the autonomous learner. It increases internal motivation starting teacher-centered and gradually moving towards student-centeredness through autonomy enhancing activities, primers in second language acquisition, in an encouraging classroom atmosphere. A student, after a guided-autonomy class said, "it was a great atmosphere, meaningful, and not a waste of time."
The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will...
This book brings together for the first time the most current research about the academic effects and policy implications of the school reform known as parental choice. The topic of is discussed in...
This book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges...
This volume is comprehensively designed to help prospective English Language Teaching (EFL) teachers specializing in EFL mainly in South Asian countries. It analyses the application of ELT theories,...
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