ACTIVE TEACHING METHODS IN ESL CLASSES
Abstract
This article represents a methodological overview of how active teaching and learning methods by Ivan Ivić et al. (2001) can be applied in the ESL classes with the psychology students at the university level. Each element of the active teaching methodology will be placed in the context of the English Language class with the students of Psychology. These key elements include student interaction, student initiative, explorative talk, methods of revision and evaluation etc. The aim is to incorporate various ESL class activities and resources that correspond to the active learning model which as a result contribute to a higher level of learning and engagement of the students. Additionally, the emphasis will be on the main language skills which include reading, listening, writing and speaking that are developed in the setting of active teaching methodology.
References
Brofi, Dž. (2004). Nastava. Beograd: Mala pedagoška biblioteka.
Fűzi, B. (2019). Should we and can we motivate university students? – The analysis of the interpretation of the role and the teaching methods of university teachers. In K. Cermakova and J. Rothschild (eds.), Proceedings of the 7th teaching and education conference, London. International Institute of Social and Economic sciences (IISES), 36–57.
Đorić, V. (2021). The Model of the English Language Learning of Sport Students. TIMS Acta, 14(14).
Gvozdenović, S. (2006). Metodika nastave sociologije, Podgorica: Univerzitet Crne Gore, ZUNS.
Harrison, J., and Shi, H. (2016). English language learners in higher education: An exploratory conversation. Journal of International Students, 6(2), 415-430.
Ivić, I., Pešikan, А., Antić, S. (2001). Aktivno učenje 2, Beograd: Institut za psihologiju.
Ivić, I., Antić, S., Pekić, S., Pešikan, A. (2008). Student u središtu nastave, Beograd: Univerzitet u Beogradu, Poljoprivredni fakultet, Obrazovni
forum.
Jarmai, E.M. (2015). Pedagogical Aspects of Voluntary School work, Practice and Theory in systems of Education , vol. 10 (1), 23-45. Khalid, F. (2013). Understanding teachers’ identities in relation to continuing professional development and their participation in online communities of practice in Malaysian Smart Schools. Unpublished Doctoral Thesis. Nottingham: The University of Nottingham.
Mercer, N. and Littleton, K. (2007). Dialogue and the Development of Children’s Thinking – A Sociocultural approach. London and New York: Routledge, Taylor & Francis Group.
Milin, V. (2012). Povezanost koncepcije aktivnog učenja i savremenih shvatanja razgovora u nastavi. Pedagogija, 1, 31–42.
Ollé, J. (2010). Egy módszer alkonya: a katedrapedagógia végnapjai a felsőoktatásban. In: Dobó, I.; Perjés, I.; Temesi, J. (eds.) Korszerű felsőoktatási pedagógiai módszerek, törekvések: konferencia előadások: 2010. április 30. Budapest, Magyarország: Budapesti Corvinus Egyetem Közgazdaságtudományi Kar, (2010) pp. 22-31.
Tomić, M., & Čolić, D. (2019). The Importance of Intercultural Competence in Foreign Language Teaching, with Reference to Tourism Curricula in Higher Education. Tims Acta, 13 (2), 99-105.
- Autori zadržavaju autorska prava i pružaju časopisu pravo prvog objavljivanja rada i licenciraju ga "Creative Commons Attribution licencom" koja omogućava drugima da dele rad, uz uslov navođenja autorstva i izvornog objavljivanja u ovom časopisu.
- Autori mogu izraditi zasebne, ugovorne aranžmane za neekskluzivnu distribuciju članka objavljenog u časopisu (npr. postavljanje u institucionalni repozitorijum ili objavljivanje u knjizi), uz navođenje da je članak izvorno objavljen u ovom časopisu.
- Autorima je dozvoljeno i podstiču se da postave objavljeni članak onlajn (npr. u institucionalni repozitorijum ili na svoju internet stranicu) pre ili tokom postupka prijave rukopisa, s obzirom da takav postupak može voditi produktivnoj razmeni ideja i ranijoj i većoj citiranosti objavljenog članka (Vidi Efekti otvorenog pristupa).