The challenge of the teaching process with LADPP is that the classes work on drop-in bases. Students themselves choose their level. Although they are priory interviewed and advised a certain level, they sometimes choose to attend as many classes as possible regardless of the level of difficulty or just find a class according to the time convenient for them. This, together with some other further described factors, creates a mixture of students with very different abilities and requires from a teacher to be very flexible and adaptable in order to meet various learning needs.
All learners received initial, formative and summative assessments during the course. My observations concluded that formative and summative were well structured and provided the learner and tutor with continuous feedback and successful candidates with a real sense of achievement. However, the initial assessment was found to be the weakest link in assessment chain because it was inconsistent and unreliable. This was evident by the number of tutors that had commented on the amount of undiagnosed ESOL learners who exhibited limited functional skills and had little chance of understanding the content of the course and passing the examination.
By using action research I can explore the depth of the problems associated with the time management of face-to-face learning and the effects on teachers and small language schools. By exploring principles and approaches to on-line learning I will be able to make a set of suggestions and strategies for the future that will be economically and practically viable. The resulting suggestions may then be used to improve the functionality of English language classrooms for both students and teachers and make the lives of EFL teachers more predictable.
One of these issues is motivation towards target language, which is a critical area of concern itself for second language Teachers. A major concern to second or foreign language (L2) researchers has been the role played by motivational factors in L2 learning and it is a complex phenomenon as these factors are deep within the students’ mind. And this shall form the central focus of this study. As a teacher of these students, what matters most to me can be summed up in the simple question that forms the basis of my enquiry: What are the attitudes and motivation in Learning English?
An area that has fascinated and challenged me for several years is the approach to teaching pronunciation in the ESOL classroom. It is often neglected or mis-taught with little importance attached to its importance, which has given it a bad reputation among learners and teachers alike. Luckily, I believe, things are changing and the ESOL fields leading practitioners and theorists are focusing more on this skill and raising awareness of its crucial role in learners being understandable.