EnglishLab.Net

CategoryESL Facts & Figures

What is Study-English-Online.Net?

By Stacey
In Accents, Collaborative Learning, Commonly Made Mistakes, Course Design, Digital Storytelling, E-Learning Design & Management, Educational Technology, EFL/ESL CD-ROMs, ESL Facts & Figures, ESL statistics, Groupwork, Instructional Design, Interactive CD-ROMs, language learning e-tivities, Learner Skills, Learning Language Teaching, Learning Styles, NOTES, Observations, Statistics, Teacher Skills, Testing and Assessment, TEYL, Unsorted Notes, Using Blogs in EFL, Using Wikis in EFL, Web 2.0 Buzz Words, Web 2.0 Tools, Web Design, Who is Who in ELT
1 Min Read
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Three Generations of Distance Learning Pedagogy

By Stacey
In Accents, Collaborative Learning, Commonly Made Mistakes, Course Design, Digital Storytelling, E-Learning Design & Management, Educational Technology, EFL/ESL CD-ROMs, ESL Facts & Figures, ESL statistics, Groupwork, Instructional Design, Interactive CD-ROMs, language learning e-tivities, Learner Skills, Learning Language Teaching, Learning Styles, Observations, Statistics, Teacher Skills, Testing and Assessment, TEYL, Unsorted Notes, Using Blogs in EFL, Using Wikis in EFL, Web 2.0 Buzz Words, Web 2.0 Tools, Web Design, Who is Who in ELT
1 Min Read
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Three Generations of Distance Learning Pedagogy

1. Cognitive Behaviourism
2. Constructivism
3. Connectivism

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Bilingualism: Facts & Stats

By Stacey
In Accents, ESL Facts & Figures, ESL statistics, Learning Language Teaching, Statistics
2 Min Read
B

Source: The Bilingual Family: A Handbook For Parents by Edith Harding & Philip Riley, 1999, CUP. Over half of the world’s population is bilingual. This fact is usually surprising to many Europeans, who are under the impression that living with two or more languages is exceptional. (p. 27) What matters and what doesn’t in second language acquisition? Singleton’s survey (1983...

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Large Class Sizes & Low-Tech Classrooms

By Stacey
In ESL Facts & Figures, Teacher Skills
1 Min Read
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What’s the magic formula I wonder? You are given  a mixed-ability class of ca 20 students, whose average level is pre-intermediate, and an upper-intermediate level multi-page coursebook to cover in ca. 50 90-minute lectures. How on earth is it possible to cover everything and to ensure that all the students have achieved the desired level of proficiency by the end of the course? How to...

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