Reflect learning of Seminar in English Language Teaching, All learning (Blog 16)

All learning


 

On May 2, 2017.

What did you learn in this course?
 Today is the last class for Seminar in English Language Teaching and the teacher assign us to write all learning in this course. I learned many points in this course for example:
1. Global Englishes
World Englishes is a term for emerging localized or indigenized varieties of English, especially varieties that have developed in territories influenced by the United Kingdom or the United States. The study of World Englishes consists of identifying varieties of English used in diverse sociolinguistic contexts globally and analyzing how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world.

ESL: English as a Second Language is learning English in a country where English is dominantly spoken or where English is the official language. For example, students from non-native English-speaking countries who come to the U.S. and Canada for an extended period of time learn English as a Second Language. They acquire English as a means to communicate in the dominant language spoken in the community where they reside.

EFL: English as a Foreign Language is learning English in a non-English-speaking country. For example, students in China who are learning English are considered EFL students because English is not the official language of the country. But if those same students were in the U.S. learning English, they would be considered ESL students.

ELL: The term English Language Learners is commonly used in K-12 environments. It has been brought to my attention, however, that some school districts prefer to use the term ESOL (English Speakers of Other Languages) to describe their student population. This could simply be a preference issue.

Teacher always emphasize on ESL and EFL because Thailand is an English as a foreign language.

2. Contexts of English Language TeachingThis lesson we learned about education in Asian context that in each country has similarities and differences in learning English language.

3.Factors affecting English Language Teaching and Learning-Student can divide into 3 main topics:1. age: the interested of students, challenge and work experience etc.

2. learner differences: aptitude, good learner characteristics,learner styles, language levels, and individual variations.
3. motivation:extrinsic and intrinsic motivation.

-Teacher can divide into 4 main topics:
1.teacher's beliefs, teacher's ability in using English,
2.teacher's methods
3.teacher's styles
4.teacher's use of teaching and learning materials.

-Environment can divide into 3 main topics:1.class size
2.atmosphere
3.family

4.Problem of English Language Teaching.

 1.Teacher

   -teaching writing

   -incorporation learning into English

   -their own minimal use to English

   -teaching listening & speaking

   -using games & songs effectively in English class

2.Students

   -Students not having enough practice in English.

   -lacking opportunities

   -Students not have enough English skill.

   -thinking into Thai before translate into English.

   -Having problems with listening & pronunciation

   -lacking of patient

   -Having about writing

   -Lacking of confident in English

3.Curricula and textbook:
 -the curricula having too much to cover, lacking expert curriculum advisors and teacher don't understand detail of the Curricula and textbook.

4. assessment
-such as assessment of listening, speaking and writing skills.

5.other factors for example
-inadequate supplies of computer and language laboratories to aid teaching and lacking teacher who were English native speakers.

5.ICTThe main goal of CLT is to develop the communicative competence of the learners in the classroom, and make learner’s are involved in the learning process so that language develops automatically.

6.21st century skills

7. Sociocultural Theory as an Approach to Aid EFL Learners

-Zone of Proximal Development( ZPD)

Vygotsky describes it as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).
-Scaffolding

Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level”(Raymond, 2000).

teacher have their role in teaching and assisting students at initial stages to develop their ability to learn independently, and that teaching and assistance can be withdrawn later.(Noytime,2006:66)

What did you find easy?For me, The 21st century skills is easy all of the lesson that I had learned because this lesson are popular in the present time and I learned already with Aj Pusadee.

What did you find difficult?
I find difficult about Sociocultural Theory as an Approach to Aid EFL Learners because I am not very concentrated so I can't do the final exam.


How did you solve the problem?
I know it's my false that I can't understand in Sociocultural Theory because I am not concentrate in this lesson so I solve the problem by finding the information and reading a lot of article. It can help me understand more but I can not to return for correcting the final exam.

What are your attitudes towards the lesson?
First of all, I would like to thank you for your giving the knowledge and made me feel happy and fun to study in this course. I love your teaching and you are a good model for me. I will keep your teaching to apply in the future when I am work in the school.

I am very sorry that sometimes I did not read the article before because I worried about my demonstrate teaching with AJ Pusadee and made me feel  bad that I can not read the article before.

For this course I got a lot of knowledge and I can apply each lesson to teach my students in the future.

Reflect learning of Seminar in English Language Teaching, Sociocultural Theory as an Approach to Aid EFL Learners (Blog 15)

Sociocultural Theory as an Approach to Aid EFL Learners

On May 2,2017.

Today, we had the final exam but before the test my teacher concluded about sociocultural theory that sociocultural theory is the view that children do not learn in isolation: rather than learning occurs when a child interacts with other people in various social and cultural environments (Mercer, 1994).

In the tenet has 4 topics
1) human's learning
2) cognitive development
3) communicative development
4) cultural context.
Vygotsky's view
1.learning occurs from background knowledge to make knowledge by yourself
2.bring knowledge to create activity as a tool
3.bring knowledge from teacher to make knowledge by yourself
4.After students ask teacher already, they can make knowledge by yourself and
5.teacher participate with students' activity

Key notions
1. Zone of Proximal Development( ZPD)
Vygotsky describes it as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).
2.Scaffolding

Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level”(Raymond, 2000).

teacher have their role in teaching and assisting students at initial stages to develop their ability to learn independently, and that teaching and assistance can be withdrawn later.(Noytime,2006:66)

The final exam is easy because the topics in the test we had learned already.
But I can not do the first item because I can not understand and remember the contents so I am very sad and I am very sorry to the teacher. I know the teacher intend for teaching and giving the knowledge to the student but 
sometimes the teacher may disappoint and I am very sorry.

    

Reflect learning of Seminar in English Language Teaching, Sociocultural Theory as an Approach to Aid EFL Learners (Blog 14)

Sociocultural Theory as an Approach to Aid EFL Learners

On April 25, 2017.

         Last week, The teacher assigned us to find the article about Sociocultural Theory for discussing in this week but my friends and i did not find the information about socioculture theory so she got angry with us but not long time. The teacher gave sheet about socioculture theory and worked in group.
In my group, we discussed that;

      Sociocultural theory
Sociocultural theory or ‘cultural-historical psychology is a theory of the development of higher mental practices which regards social interaction as the core of communication and learning process. Its origin is derived from the sociological and economic writings of Marx and Engels in eighteenth-and nineteenth century. The theory emerged from the work of the Russian psychologist Lev Vygotsky (1978), Leont’ev (1981), and Wertsch (1985).

Zone of Proximal Development (ZPD) and Scaffolding

Vygotsky describes it as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, 1978).

Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level”(Raymond, 2000).

In this classroom, through social activity, students develop a framework for their learning under the guidance of an expert. Here, the teacher’s role is central, as it is the teacher who provides a supportive environment for students to learn as they become involved in the performance of different language tasks deemed necessary for learning

 In this lesson, I find difficult about some vocabulary in the article and I don’t know the meaning of some vocabulary so I solve the problem by using dictionary online and some time I ask my friends. I felt tired and worry about the final exam on next week.

Reflect learning of Seminar in English Language Teaching, Seminar presentation (Blog 13)

Seminar presentation

 

On April 22, 2017

Today, we have presentation class and there are seven topics as follow;

1. Roles of English in ASEAN Community: the implications for Teaching and Learning

2. Factors Affecting English Language Teaching and Learning

3. Problems of English Language Teaching and Learning in Thailand

4. ICT Enhancing English Language Teaching and Learning

5. Communicative Language Teaching: Strengths and Constraints

6. English Language Teaching and Learning for 21st Century skills

7. Developing Thai Students' critical Thinking Skills.


In my group, we got the the topic about Factors Affecting English Language Teaching and Learning and we summarized  that;

-Student can divide into 3 main topics:1. age: the interested of students, challenge and work experience etc.
2. learner differences: aptitude, good learner characteristics,learner styles, language levels, and individual variations.
3. motivation:extrinsic and intrinsic motivation.

-Teacher can divide into 4 main topics:
1.teacher's beliefs, teacher's ability in using English,
2.teacher's methods
3.teacher's styles
4.teacher's use of teaching and learning materials.

-Environment can divide into 3 main topics:1.class size
2.atmosphere
3.family


     In this presentation class and work in group are very important class because each group have to present and create their knowledge that they had learned and give some idea to other in presentation class.     In my opinion this lesson is easy to understand because in each topics are learned already.

Reflect learning of Seminar in English Language Teaching,The end of CLT:a context approach to the language teaching (Blog 12)

The end of CLT: a context approach to the language teaching 

On April 18, 2017.

Today, we learned about "The end of CLT: a context approach to the language teaching" and the teacher lets us worked in group and discussed about what is CLT, the main goal of CLT,and the advantage and disadvantage of CLT, Components of Communicative Competence. After that each group sent the representative to present in front of the class.

What is CLT (communicative language learning)?

Communicative Language Teaching (CLT) is an approach to the teaching second and foreign language that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “communicative approach to the teaching of foreign languages” or simply the “Communicative Approach”.

What is the main goal of CLT?

The main goal of CLT is to develop the communicative competence of the learners in the classroom, and make learner’s are involved in the learning process so that language develops automatically.

 The advantage and disadvantage of CLT

Advantage:The interaction between students and teachers.
                   To pass on the basic knowledge and ability to skillfully combine the development.

                   Greatly enhanced the student’s interest.

Disadvantage: Not real

                        Classroom Environment (too many students)
                        Focusing too much on oral skills

                        Wu (2011) study also highlights that difficulties included:

          - Students’ lack of motivation for developing communicative competence

          - Low English proficiency, and resistance to class participation

          - Insufficient funding and lack of support.

Components of Communicative Competence
Grammatical Competence

Grammatical competence, which refers to Chomsky's notion of linguistic competence, is indispensable for the practice of linguistic formation of the language. The focus is on suitable structure which helps the learners to use the language appropriately and freely.

Sociolinguistic Competence

Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role-relationships, the shared information of the participants and the communicative purpose for their interaction.

Discourse Competence

Discourse competence refers to the interpretation of individual message elements in terms of their inter-connectedness and of how meaning is represented in relationship to the entire discourse or text.

Strategic Competence

Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and re-direct communication.

In CLT classrooms, the teachers need to create activities that would necessitate learners to practice well in the target language.

For today, I got a lot of knowledge about CLT and I like to learn on discussion because it made me share idea and got some ideas from my friends. This lesson I am not find any difficult because my teacher taught very clearly. I like to learn with her very much.

Reflect learning of Seminar in English Language Teaching, Current Trends and Issues in English Language Education in Asia (Blog 11)

Current Trends and Issues in English Language Education in Asia.

On April 11,2017.

Today, we learned about Current Trends and Issues in English Language Education in Asia.
The teacher assigned us to read and discuss about Current Trends and Issues in English Language Education in Asia and there are consist of 10 parts.

1. The starting Grade of English Language Education
English language education starts at first grade in 11 nations/regions, which means that students study, English for about 10-13 years in these regions, excluding tertiary English education.

The results of the survey reveal that most of the Asian countries/regions start English language education from first grade, which is earlier than most of the European countries.

2. English Class Hours
English class hours in Thailand are larger than the other Asian countries.

3. National English Curriculum
The national curriculum covers first-grade English to the highest high school grade English (10 12 or 13^th
grade English) in the countries/regions where English is introduced from first grade (e.g., Hong Kong,
Singapore, Sri Lanka, and Pakistan). In Pakistan, interestingly, the national curriculum covers up to the graduate level.  In Korea, China, Israel, Vietnam, Iran, Japan, Indonesia, and Taiwan the national curriculum covers from the grade where English is introduced to the end of secondary education.

4. School Textbook
The results of the survey on English textbooks reveal that primary and secondary English textbooks are national or government-authorized commercial, especially for state-run or public schools, in 12 Asian nations.

5. Teaching English through English
Teaching English through English, in the five Asian countries in ESL context: Malaysia, the Philippines, Singapore, Sri Lanka and the UAE.
English is taught in Mother tongue such as Thailand.

6. The Use of Computer for English Language Education

the computer is used for English language education in most of the Asian nations/regions surveyed, except for Japan, Bangladesh, India, Iran, and Pakistan, and Sri Lanka, This trend may be closely related to ICT development in each Asian country.
-ICT is used mainly in class or at home.
-ICT is used mainly for listening, reading, writing, pronunciation or grammar.
-Computer is used for studying, teaching and testing.

7.The University Entrance Examination
Most of the Asian countries/regions surveyed have a nation-wide university entrance examination.
Nation-wide exam such as Korea, China, Hong Kong, Taiwan, Japan, Indonesia, Thailand
and No Nation-wide exam such as Malaysia, The Philippines, India, Pakistan.

8.English Teachers
Primary English is taught by English specialty teachers in seven nations/regions, while it is taught by generalists in five nations.

9. Tertiary English Education

All the Asian nations/regions surveyed have general English courses at universities, except some countries.

10. English-medium Subjects
English is used as the medium of instruction in non-language classes across school levels in four Asian nations where English is used a second language.

In this lesson is easy because we read it before and the teacher taught me very clearly but I did not get some ideas from the teacher because the air conditioner in the classroom was broken so I am not concentrated at that time.

Reflect learning of Seminar in English Language Teaching, ICT and English Language Teaching and learning (Blog 10)

Computer Assisted Language Learning: an Introduction by Mark Warschauer.

On April 4, 2017.

What did you learn in this lesson?

   Today, we learned about "Computer Assisted Language Learning: an Introduction" by Mark Warschauer.

  There are consist of four part; Frist Behavioristic CALL, Second Communicative CALL, Third Step toward integrative CALL: multimedia, Fourth  Step toward integrative CALL: the internet.

Frist, Behavioristic CALL
Implemented in the 1960s and '70s, was based on the then-dominant behaviorist theories of learning and repetitive language drill and can be referred to as "drill and practice".  Drill and courseware is based on the model of computer as tutor that rationale is as follows: Repeated exposure, provide immediate non-judgmental and proceed at own pace and freeing up for other activities.

Second, Communicative CALL
         Based on the communicative approach to teaching which became prominent in the 1970s and 80s.                        -focus more on using forms rather than on the forms themselves.
- teaches grammar implicitly rather than explicitly.
- encourage students to generate original utterances.
-does not judge and evaluate everything the students nor reward them.
- avoids telling students they are wrong.
- uses the target language exclusively and create an environment.
-never try to do anything that a book can do just as well.

Third, Step toward integrative CALL: multimedia
Based on two important technological developments of the last decade- multimedia computer and the internet. Multimedia technology- by the CD-ROM- allows a variety of media.

Fourth, Step toward integrative CALL: the internet
The World Wide Web
Computer Mediated Communication (CMC);
-This communication can be asynchronous (not simultaneous)
-can be asynchronous (asynchronous, "real time")
-one-to-one communication, but also one-to-many

What did you find easy?

In my opinion, I think this lesson is easy to understand because we familiar with teaching language by using various computer program. 

What did you find difficult?

 I am not find any difficult because my teacher taught very clearly.

What did you attitudes towards the lesson?

I felt happy in this lesson because the content quite easy and the teacher taught clearly.

Reflect learning of Seminar in English Language Teaching, ICT and English Language Teaching and learning (Blog 9)

ICT and English Language Teaching and learning.

On March 21, 2017.

What did you learn in this lesson?
Today, we started the lesson with watching the video about effect of new technologies on English from David Crystal. He talked about internet and history about social network.  After that we started midterm test.

What did you find easy?
I think this lesson is easy because I always use social network so I can search some information from internet.

What did you find difficult?
In this lesson, I find difficult about some vocabulary because I don’t know the meaning of some vocabulary

What did you solve the problem?I solve the problem by using dictionary online.

What did you attitudes towards the lesson?
I felt tired and sleepy because on Monday we had trained with the soldier.

Reflect learning of Seminar in English Language Teaching, Problem of English Language Teaching (Blog 8)

Problem of English Language Teaching.

 

 

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On March 14, 2017.
What did you learn in this lesson?
Today, teacher taught about English-Teaching Problem in Thailand and Thai teacher's Professional Development Needs. Teacher assigned us to read and discuss about this research.
We discussed that English-Teaching Problem in Thailand this research had 5 main problems.

First, Teacher there are consist of 5 problems

   1) teaching writing

   2) incorporation learning into English

   3) their own minimal use to English

   4) teaching listening & speaking

   5) using games & songs effectively in English class

Second, Students there are consist of 8 problems
   1) Students not having enough practice in English.

   2) lacking opportunities

   3) Students not have enough English skill.

   4) thinking into Thai before translate into English.

   5) Having problems with listening & pronunciation

   6) lacking of patient

   7) Having about writing

   8) Lacking of confident in English

Third, Curricula and textbook: the curricula having too much to cover, lacking expert curriculum advisors and teacher don't understand detail of the Curricula and textbook.

Fourth, assessment: such as assessment of listening, speaking and writing skills.

Fifth, other factors for example:  inadequate supplies of computer and language laboratories to aid teaching and lacking teacher who were English native speakers.

What did you find easy?

I think this lesson is easy to understand because we familiar with English - Teaching Problems in Thailand.

What did you find difficult?
I find difficult about how to solve this problem what should I do when I to be a teacher in the future.

What did you solve the problem?
I have to read a lot of research for solving the problem about teaching English in Thailand.

What did your attitudes towards the lesson?
I felt happy to learn in this lesson because I can understand in the content and got more knowledge.

Reflect learning of Seminar in English Language Teaching, Factors affecting English Language Teaching and Learning (Blog 7)

Factors affecting English Language Teaching and Learning




On February 21, 2017.

What did you learn in this lesson?
Today, teacher taught about factors affecting English Language Teaching and Learning there are about student, teacher, learning environment and implication.

The first factor, student consist of 3 main topics that:
1.Age: Age is divide into 3 span; young children, adolescents and adult learner.
2. Learner differences:  aptitude, good learner characteristics, learner styles, language levels, and individual variations.
3. Motivation: 3.1 Define motivation; extrinsic motivation and intrinsic motivation
                     3.2 Sources of motivation

The second factor, teacher divide into 4 main topics that:
1.Teacher's beliefs
2.Teacher's ability in using English
3.Teacher's methods and styles
4.Teacher's use of teaching and learning materials.

The last factor, learning environment but we have to stop this topic because it's time up.

What did you find easy?
I think this lesson is easy to discuss because the teacher explained clearly that made me understand more and got many knowledge in this lesson.

What did you find difficult? I find difficult some factor because each main factor has many branches that made me confused.

What did you solve the problem?
 I solve this problem by reading, sharing idea to friends and summarizing the lesson in each factor.

What did you attitudes towards the lesson?
I enjoyed with this lesson because teacher taught good and explained clearly.  I like to discuss and share idea with other.  I felt happy and fun in this lesson.

Reflect learning of Seminar in English Language Teaching,Factors affecting English Language Teaching and Learning (Blog 6)

Factors affecting English Language Teaching and Learning

  













On February 14, 2017.
What did you learn in this lesson?
Today, I studied about the factors affecting English language and learning and teacher asked us to read about classroom learning contexts: teachers' descriptions in Malaysia, Mozambique and China.

In Malaysia, Students sit around her/him at the front of class. Teacher read a story and asks simple question to students. Teacher starts the lesson that relate with the story and assigns homework when lesson finished.

In Mozambique, students sitting in pairs; teacher at front of class and then moving around class.
They are copying a dialogue from the blackboard. The teacher reads the dialogue aloud and students repeat after him/her. Students practice and act out the dialogue in front of class. Then students in pair write a similar dialogue and present.

In China, students sit in rows; teacher stands at front and take note. Teacher gives lecture and assignment. Students can ask the question around 5 to 10 minutes before the class ends. It is a straight and quiet classroom.

 After that teacher assigned us to discuss with friends about 2-3 persons per group and analysis of sample classrooms and make 3 questions:

1) make comments on each classroom learning context,
 - In Malaysia use short story book to tell story in the class. It makes students focus on text because they have to bring the information to answer the task and then practice by using worksheet.

- In Mozambique; encourage students to speak English by using conversation and then practice students to speak in English and create the conversation by their own.

- In China, teacher teaches and gives only lecture to students that make them boring.

2) Which classroom do you like most?
I like an English lesson in Mozambique because teacher has activity to speak and encourage students to speak English.

3) What are strengths and weaknesses of each classroom?
 -In Malaysia, It is interesting but students don’t have a chance to participant.
 -In Mozambique, It gives a chance to students to write task and speak confident, but loud noise.
-In China, It gives enough knowledge for students, but it emphasizes only teacher and just focus on lecture.

Next, teacher assigned us to draw mind map about “Factors affecting ELT and learning " and share the information with friends.

What did you find easy?
I think this lesson is easy because I am studying in Methodology 2 and the content in this subject has related to this topic so It easy to discuss with my friends.

What did you find difficult?
I find difficult about analyze some of classroom learning contexts.

What did you solve the problem?
I solve this problem by reading and sharing my idea to my friends that made me understand more.

What did you attitudes towards the lesson? I like this lesson very much because the content that we had learned, it was interesting.  I enjoy learning in this lesson because I have a chance to read and share my idea with friends.

Reflect learning of Seminar in English Language Teaching,Contexts of English Language Teaching (Blog 5)

Contexts of English Language Teaching

 

 

 

 

On February 7, 2017.

What did you learn in this lesson?
Today, teacher assigned each group discussed about “The role of English Language Education in Asian context" by Bok-Myung Chang (Namseol University). This article surveys the history of English and the role of English Language Education in Asian and the article focuses on development of English language and defines the role of English language Education in Asian countries such as: Singapore, Philippine, Hong Kong, China, Malaysia, Taiwan, Japan, and Korea.

In our group, we summarize “The role of English Language Education in Asian context” that:

In Singapore, the Singapore government  has launched a bilingual education policy with an ever increasing emphasis on the use of English. SSE is officially learned at schools, and it is not differences from a Standard English such as British or American English. On the other hand, SCE or Singapore Colloquial English is learned and used in vernacular situations.

In Philippines, English-speaking population and education program declared that the vernacular be the medium of instruction for all of levels. English was used as the medium in elementary and high school.

In Hong Kong, more affluent people sent their children overseas for education; poorer children were given opportunities for bilingual education.

In Malaysia, English was a compulsory subject for all students from primary school; it was only taught as a subject.

In Taiwan, foreign language education would begin in secondary school education.

in Japan, English had replaced Dutch as the main foreign language in Japan and teaching English through native speakers and the other one is to teach English-Japanese translation by Japanese teacher.


In Korea can be divided into two groups by the institutes and missionary school. During the 1950's, use grammar translation and emphasis the ability to understand the cultures of various foreign countries. During the 1960's, emphasis the speaking and listening ability of English and using the audio-lingual method of language teaching with the added goal of introduction Korean culture to other countries.


What did you find easy?
I think this lesson is easy because teacher assigned to translate the article before that made me more understand in the article.

What did you find difficult?
I think this lesson are a lot of information that made me confuse about the concept in Asian context and difficult to summarize the content.

What did you solve the problem?
Although this lesson is difficult, but I tried to read more and tried to understand with the content in Asian context and I asked my friend in my group about some information that I didn't understand.


What did you attitudes towards the lesson?
My attitude is good, I like this lesson very much because I can share idea with friends and discuss in my group that make me get more knowledge and understand more.

Reflect learning of Seminar in English Language Teaching, Course Introduction Global English (Blog 4)

Course introduction Global English

On  January  31,2017.

What did you learn in this lesson?Today, we discussed about differences between English as a Foreign Language (EFL) and English as a Second Language (ESL). In my group, we summarize the differences between Teaching and Learning English as a Foreign Language(EFL) and Teaching and Learning English as a Second Language(ESL) that :



Starting with the basics,
 EFL stands for English as a Foreign Language and ESL stands for English as a Second Language.

TEFL stands for Teaching English as a Foreign Language. TESL stands for Teaching English as a Second Language.

Teaching English as a Foreign Language (EFL) typically take place in a foreign country, usually with students from the same country.

 In contrast, English as a Second Language (ESL) classes takes place in an English-speaking country, with students from all different backgrounds.

English as a Second Language (ESL) and English as a Foreign Language (EFL) require two different strategies for teaching for a number of reasons.

 Most people don’t know the difference between the two and don’t consider the difference when they set out to teach English. It’s important to know what each one is so that the different needs of the students can be met.


After that, we presented the information in front of the class. Then, teacher teaches about 21^st Century Learning:  Pedagogical Perspective.

Learning and innovation skills: critical thinking and problem solving, communications and collaboration, creativity and innovation.

Digital literacy skills: information literacy, media literacy, Information and communication technologies (ICT) literacy.

Career and life skills: flexibility and adaptability, initiative and self-direction, social and cross-cultural interaction, productivity and accountability.


What did you find easy?
I think this lesson is easy because teacher assigned to find the information before that made me more understand in the article.

What did you find difficult?This lesson is difficultly because the information in the article has some vocabularies are difficult for me.

What did you solve the problem?
Although this lesson is difficult, but I tried to read more and summary the lesson after finished the class, It can help me to understand more.

What did you attitudes towards the lesson?
I felt happy, fun and I like to learn in this style that the students have to discuss and share idea, it can help students try to speak and express their idea in English language.