We’re helping to solve your EFL teaching problems by answering your questions every two weeks. This week’s blog is in response to Raef Sobh Azab’s blog comment regarding the challenge of motivating students who are in an exam-focussed environment. Stacey Hughes from the Professional Development Team discusses how to take English beyond the focus of exams.
One major problem is that the educational system in my country is mainly exam-based. Most teachers, students, and even parents do not care at all about the quality of learning. They are mainly concerned with passing the exams. L1 is all the time used in class, real life English is not stressed, language skills are not practised at all, learning aims are not achieved, and private lessons given to students at home or in private centers are the norm. This is really frustrating for some teachers who are keen on improving their teaching skills and eager to get their students engaged in the learning process, thus, achieve a real progress and taste the beauty of language.”
Certainly, one way to ensure students are exam-focussed is to make exams central to the course. Constant reference to exams either by the teacher, parents or institution will show students that passing the exam is the goal.
But how can we make English communication skills the goal?
1. Determine personal learning goals
The first thing is to find out from students what their personal learning goals are. Do they want to just pass the exam or do they actually want to learn to communicate in English? Do they want to be able to listen to music, watch films, or search the web in English? Do they want to be able to go to an English speaking country and speak with people there? Do they want to be able to get a job where they use English to communicate via email or telephone? Or maybe they want a job that allows them to travel – in this case, English may be useful.
Help students find an intrinsic reason to learn English – one that is important on a personal level. It also must be said that there may still be students who don’t really want to learn English, and for whom passing the exams is the only goal. However, if the exams are based on reading, writing, listening and speaking in English, then maybe they will see that improving these skills will also help them pass the exams.
2. Use English as the classroom language
Create the expectation that for the time that English lessons are going on, they will be conducted in English. This change may take some time for students to get used to, so take it slowly. Maybe you could aim for half an hour at first and then build on that. Make sure you reassure students that, during the last 5-10 minutes of the lesson, they can ask questions in the L1 if they didn’t understand. Make your instructions clear and make sure you use examples, visuals and, if necessary, written support on the board to accommodate students who aren’t confident in trusting their listening skills. Finally, encourage students to use English when speaking to each other and praise them when they do.
3. Make sure each lesson has a clear communicative aim
Instead of an aim such as, to learn the present perfect, make the aim, to talk and write about things I have done before. This shift in focus lets the students know what the communicative purpose is for learning the tense – how it can be used in real communication. Scaffold tasks so that students have lots of support. So, for example, you might do a Find Someone Who… type exercise in which students have to ask each other, “Have you ever…”. Write the kernel on the board, brainstorm some endings and write them on the board: …walked for more than five miles, …eaten foreign food, …run a marathon… Keep these on the board during the discussion phase so that students can refer to them for support. Stronger students will be able to make up their own, so this is an example of an activity which could work well in a mixed ability class.
4. Don’t make exams the only focus
There are lots of ways to bring in on-going assessment and even self-assessment to show students that each stage of the lesson is important. Listen to students during tasks and tell them if you think they are doing a great job at speaking in English – give them an “A” for the activity. Create a check list that students can use to self-assess: I can talk about what I’ve done. I can ask someone if s/he has ever done something. I can write about what I’ve done. (etc.). Ask them to assess themselves honestly and set review tasks if students feel they can’t really do that yet.
5. Take learning out of the classroom
Ask students to set some realistic personal language goals that are not part of the course: respond in English to a blog post, listen to a song and copy out the words, look for information about a favourite subject in English on the web – there are many possibilities.
Breaking out of the exam-based mentality can be difficult. While it is still important for students to do well in exams, there is nothing to stop them from having their own personal goals for learning English. Even if their goals don’t ‘count’ towards a grade, for the student, they may be even more important.
Invitation to share your ideas
We are interested in hearing your ideas about teaching English beyond the exams, so please comment on this post and take part in our live Facebook chat on Friday, 6 December at 12pm GMT.
Please keep your challenges coming. The best way to let us know is by leaving a comment below or on the EFLproblems blog post. We will respond to your challenges in a blog every two weeks. Each blog will be followed by a live Facebook chat to discuss the challenge answered in the blog. Be sure to Like our Facebook page to be reminded about the upcoming live chats.
- #EFLproblems – Cell phones in the adult classroom: interruption or resource? (oupeltglobalblog.com)
- #EFLproblems – Teaching writing in the age of WhatsApp (oupeltglobalblog.com)
- #EFLproblems – Motivating Young Learners (oupeltglobalblog.com)