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In our ‘new normal’, many teachers are having to cover the full curriculum regardless so are glossing over content just to ‘cover everything’. Changing this situation is often beyond our control. So, let me offer a type of practice that may ease this burden on students and teachers.
Why do learners sometimes seem to think they ‘just can’t do’ something or that a task is ‘just too difficult’? In this blog post, Chiara Bruzzano explores Attribution Theory, a model that can help explain why we and our learners believe we fail/succeed, and how this can help us in the classroom.
Imagine introducing a language point in class, or getting learners to read a dialogue in pairs or even a part of a lesson where you are working on word stress with your class… these are all familiar scenarios that can happen face to face or live online. And, in each one, you and/or learners are, in a sense, performers, using storytelling, role-play and voice exercises, with the classroom acting as your rehearsal space.
One of the effects of online teaching has surely been that students (or at least the most diligent of them) have had to take more responsibility for their learning and do a lot more self-study. This is reflected in several articles in this issue, which look at ways of encouraging greater autonomy amongst our students.