Introduction

Inevitably, effective language learning and teaching can only take place when
three aspects are fulfilled, which are through the roles of a teacher, the roles of a learner and
the ideal classroom environment for language learning. First and foremost, a teacher should
fulfill his or her role as a facilitator in language instruction by providing learners with the tools
necessary to communicate. Meanwhile, the learners should fulfill their role by using the input
they are given as they interact with others in the target language. By inculcating an optimistic
and respectful interaction between learners and teachers, the outcome is a low-anxiety and
conducive classroom environment that fosters language learning. In this coursework, I am
going to discuss the application of language learning theories, the use of teaching aids, the
different approaches of language teaching and learning and assessment aid in the
effectiveness of the lesson by evaluating a video on ESL classroom practice.

Content

Humanism was one of the language learning theories applied in the video. Based
on the video, the teacher expressed unconditional positive regard towards the students
whenever they answered the questions correctly. As evidence, the teacher complimented
the students by saying “Good” and “Correct”. In contrast, the teacher did not shout in front of
the class and say inappropriate words as they were not effective motivational strategies.
Humanism was a pedagogical approach that believed learning was viewed as a personal act
to fulfill one’s potential. In humanism, learning was student-centered and the educator’s role
was that of a facilitator. Based on the video, the students learnt in their own way by
selecting the answers themselves where the teacher would only be the facilitator of the
learning process in order to instill self-motivation among the students. Besides, humanism
was clearly implemented in the teaching and learning process for the teacher enriched the
students’ abilities through various activities that would highlight their talents. As evidence,
three activities on comparative and superlative adjectives were carried out by the teacher in
the classroom.

Besides, the language learning theory, which was cognitivism was also
implemented in the video. The cognitive view took the learner to be an active processor of
information and an active thinker (Suharno, 2010). In the first activity, the teacher uttered
several sentences and asked the students to think whether the sentences were right or
wrong. Cognitivism was also applied in the last activity when the teacher presented a slide
on the blackboard and asked the students to imagine what would happen if all humans were
same in size. Through this learning theory, it would guide students to engage in discovery
learning and enhance their problem-solving skills, thus improving their learning achievement.

Teaching aids are concrete tools developed for educational purposes. Based
on the video, the use of teaching aids, which were visual aids were applied. As evidence,
the teacher used coloured manila cards which contained pictures on them to teach the
students about adjectives. By using visual aids, it allowed the teacher to present the lesson
on adjectives clearly and smoothly to the students without tangents. In addition, the use of
pictures also made the lesson much more interesting and memorable for the students so
that they would have a better understanding of what they had learnt. Besides, the use of
visual aid, which was PowerPoint was also incorporated by the teacher in the classroom. In
the video, the teacher kept the slide simple and ensured that the screen was visible for all
students. The application of PowerPoint assisted in reinforcing and highlighting the topic of
adjectives to the students besides making the class more dynamic and fun.

Based on the video, the teacher implemented the teaching approach, which was
Audio-Lingual Method. In the lesson, the teacher emphasized the teaching of listening and
speaking before reading and writing. This was clearly demonstrated when the teacher
asked the students to listen attentively to the questions being raised by her in order to
enhance their listening skills. Followed by that, when one of the students gave the correct
answer, the teacher asked him to explain the reason for his answer to train his speaking
skills. The use of first language was also forbidden by the teacher as mother tongue was
discouraged in the classroom in Audio-Lingual Method. Besides, drills were the main
training techniques in this method. According to the video, the teacher practised question-
and-answer drill in the lesson when she presented a question on adjectives in PowerPoint
and required the students to answer the question. Through this, the students would be given
practice with answering questions instantly. By incorporating Audio-Lingual Method, the
teacher successfully made language teaching possible to large groups of students,
enhanced their oral ability as well as developed the separation of the language skills into
listening and speaking.

Besides, the teaching approach, which was task-based learning was

implemented in the classroom. According to Krashen, tasks would generate the learners’
language and create an opportunity for language acquisition. Tasks provide both the input
and output processing necessary for language acquisition and task activities are motivational
(Rod Ellis, 2007). Based on the video, the teacher carried out a task by asking the students
to select the correct adjectives based on several different pictures in order to instill within
them a need to learn and use English language accurately. Besides, the teacher offered
positive compliments to the students when they answered correctly by saying “Good” and
“Correct” in order to inculcate within them the motivation to learn.

Inevitably, assessment allowed both teacher and student to monitor progress

towards achieving learning objectives. In the video, the type of assessment used to aid in
the effectiveness of the lesson was non-verbal assessments. As evidence, in the first part of
the lesson, the students were required to raise up the “Yes” or “No” signboard after listening
to questions asked by the teacher on adjectives. Non-verbal assessment was also applied
when the teacher assessed the students on their knowledge of comparative and superlative
adjectives by asking them to select and paste the answers on the manila cards based on
different pictures in order to enhance their knowledge and understanding on the topic. In
short, assessment occurs throughout a classroom and seeks to improve students’
achievement of learning objectives through approaches that can support specific students’
needs (Theal and Franklin, 2010).

Conclusion

In short, as an educator, we must always select the appropriate learning theories,

teaching approaches, teaching aids and assessment aids which are in accordance with
learners’ needs and interests in order to optimize their language learning and mastery.