470-hour TEFL/TESOL Professional Package from ITTT
ITTT's 470-hour TEFL/TESOL Professional Package consists of four fully accredited TEFL/TESOL certifications. The 120-hour TEFL/TESOL course, our two 50-hour certification courses in teaching English to young learners (CTEYL) and teaching Business English (CTBE), as well as the 250-hour TESOL diploma course are included in this smart course package.
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
In Unit 15 we examined one of the most stressful points in the EFL curriculum, less so for teachers than for students, but definitely the rubric by which our success as teachers (& students) are measured ? evaluating success via examination and the methods of evaluation. All teachers should provide some form of ongoing feedback as this feedback (especially positive feedback ? even for small successes) helps a student feel motivated. A motivated student then works harder to learn and the teacher feels that his/her efforts have been successful. In short, everyone feels better about his or her respective endeavors.
There are three key modes for evaluating students. The first is through a basic tutorial. This is a space within a class period in which the teacher interacts with the student directly and where the teacher observes the students interacting with one another in the production of the English Language. This is key because it is where the student demonstrates that he can do more than mimic what he finds in the book via homework (also from the comfort of a quiet desk), but that he is actually learning.
Then there is evaluation by the students. This is not peer to peer via production but in the form of a questionnaire where the students get to evaluate what they feel like they?re getting from the course and to describe their frustrations (as well as the things that really work for them) with the course (materials, methods etcetera).
The last and perhaps most daunting for students themselves (and helpful for instructors) are the tests. There are placements tests that evaluate a students pre-existing language level which is taken before (or right at the start of) an EFL course. This exam tells the instructor what the student knows, doesn?t know and helps them place the student in a level or with a group within a single course that is appropriate to what that specific student needs. In giving a placement test there are no yes/no questions because those questions no not require the production of language.
As the course moves forward there are progress tests. They will measure what language his being remembered, forgotten as well as points where students struggle in construction. Students reading, writing, speaking and listening (receptive) language skills should be regularly evaluated. These materials can be formal exams written by the instructor, taken from the book or can simply be unused course materials (exercises, crosswords etcetera). As an instructor I have found that I prefer regular tests (aka quizzes) that have a lower point value but are designed to boost student esteem while also evaluating the students skill set. It gives a student a regular landmark by which to measure their success and a regular point of encouragement. As an instructor it shows me which students are struggling with which concepts on a regular basis throughout the course.
There are diagnostic tests that are given, generally at the beginning of a course, in order to place a student within a sub-group once they?ve been placed with their general language level.
There are a significant number and wide range of types of formal exams that an EFL student may need to take (e.g. to seek education in the U.S. or for employment purposes etc.) both inside and outside of the classroom. Some examples of those exams are the TOEFL (U.S. Universities) the IELTS (work or study in an English speaking country, the TOEIC (business in Japan and Korea) measuring day-to-day use type of English.
There is also the Cambridge Assessment (a range of exams) that evaluate and certify a students language level and skill. The Cambridge assessments are: The KET (Key English Test - elementary), the PET (Preliminary English Test - intermediate) and the FCE (First Certificate in English ? upper intermediate), the CAE (Certificate in Advanced English ? advanced) and lastly the CPE (Certificate of Proficiency in English ? upper advanced). There are two exams generally faced by those who move to Britain and they are the BEC (Business English Certificate ? three separate exams) and the BULATS (Business Language Testing Service). The specific goal of the exams given to people moving to Britain is to test their skills at and for application of British English within day-to-day life. Can they live and thrive within the country using the language they?ve learned?
As an instructor I want my students to excel in the pursuit of their desired objective. I would provide practice exams that look and feel like these rather weighty exams that they?ll face in testing centers. Giving them tests within the relative safety of my classroom that both look and feel like the official exam will reduce their anxiety and increase their success when they take the actual exam.
Assessment via examination is a stressful but very necessary element of the EFL course and it is critical that an instructor understand their student?s goals and skills in order to create a nurturing and challenging environment where students genuinely learn to produce and comprehend the language. Bottom line, while it is stressful, it is necessary for both the student?s success and to evaluate and grow as an instructor.