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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
The ESA framework has been extensively promoted in this course for some time now, but this unit was the one that allowed me to finally create my own concise descriptions of the stages, as they relate to the teaching theories presented in this course and to my own experiences. This was helped by this unit's reference to whether a given activity is controlled by the teacher or left to the students' creativity. So my understanding of the ESA framework is essentially that a lesson should [1] interestingly introduce a topic and elicit students' prior knowledge of it, then [2] present new language of the topic, for controlled practice, and finally [3] allow students to creatively use their prior knowledge and new language for a purpose, such as material making, task completion, or amusement. The other topic that I wish to discuss about this unit is the mention of students' previous learning experience, as it affects reluctance or willingness to speak in class. I think it is more accurate to state that students' LACK of previous learning experience has been a reason for lack of student participation, in my teaching experience in South Korea. That is, students who have spent years not learning find themselves unprepared to handle more complex language, and eventually give up, which
creates many behavioral problems. This is a case in which a country or region's particular educational practices influence learning. Specifically, South Korean students can not be held back due to academic failure, therefore students need not learn anything in order to move from one school year to the next. So in the case of teaching English in South Korea, motivating students is especially important, and this responsibility falls upon the teacher or on a student's own sense of self-worth, being that the school system does not hold students accountable.
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