Beyond the theory, TEFL principles and their importance in

the teaching process

BY: CRISTHIAN DOICELA

2023 - 2024
 Beyond the theory, TEFL principles and their importance in the teaching process

Being an EFL teacher implies mastering the connections between theory and practice

based on a holistic approach to attain the best results when it comes to learning English

effectively. This essay explores the intricate connections between these two variables and the

adaptive nature derived from different backgrounds and necessities. Additionally, we will

delve into the development of authentic and dynamic resources, and their importance to

transcend the barriers of mechanical language instruction.

Firstly, learners boost their cognitive skills when they are exposed to meaningful

learning, which must be tailored to the learners’ prior knowledge and interests. As Brown

(2000) states, meaningful learning involves getting the students’ background as a starting

point and avoids isolated study of language forms to form significative structures and create

stronger retention. For instance, consider a scenario where students discuss topics aligned to

their interests using authentic resources, that as Oğuz (2008) states, enables learners to face

real language situations and increases their engagement.

Equally important, not only do cognitive factors play a role, but other crucial elements

are also involved in the English learning process. According to Hamini and Haddad (2016),

there is some influence stemming from the enormous influence of the teacher affective

factors, and the learner motivation. In fact, learners driven by intrinsic motivation as Nguyen

(2019) expresses “will have an internal desire to learn” (p.53). However, the lack of enough

language instruction might hinder the learners’ desire because they might face substantial

challenges, Brown (2000) states “a paltry linguistic battery that leaves them with a feeling of

total defencelessness” (p.61). In such cases, from my perspective, the teacher’s role must be

to address authentic resources that can integrate a positive and engaging learning

environment led by integration of both, cognitive and affective principles.

 Additionally, there exists an undoubtedly limited oral practice among English learners

(Ibna Seraj, P. M., & Hadina, H. (2021). Therefore, some strategies must be applied to avoid

this lack of responsiveness, Ma (2010) asserts that the learner-centered strategy is expected to

enhance learners’ awareness of their process of acquiring and improving oral abilities, by

involving them in what they are doing and, as a result, they learn more effectively. To

illustrate this, in my view, communicative tasks should use resources with shared topics

among learners, thus they can ask for confirmation from their peers. Consequently, they share

their findings by working collaboratively and orally.

All things considered, the integral application of principles, praxis, and authentic

resources leads to amplify the spectrum of learning, making it more significant. Therefore,

teachers should assess their students’ capabilities and backgrounds before outlining the class.

However, as the learning process requires not only teaching skills, but also suitable materials

for class development, the question that arises is whether teachers truly need to use materials

such as course books, or it is just up to the teachers’ role to create their own and apply the

principles discussed to obtain better results.

References

Brow, H. D. (2000). Teaching by principles an interactive approach to language pedagogy.

(2nd ed.) Pearson ESL.

Hamini, N., Haddad, M. (2016). The Relationship between Teachers’ Affective Factors and

EFL Students’ Motivation. Journal for the Study of English Linguistics 4 (2) 13-28.

https://www.researchgate.net/publication/306338970_Affective_Domain_The_Relati

onship_between_Teachers%27_Affective_Factors_and_EFL_Students%27_Motivatio

Ibna Seraj, P. M., & Hadina, H. (2021). A Systematic Overview of Issues for

Developing EFL Learners’ Oral English Communication Skills. Journal

 of Language and Education, 7(1), 229-240. https://doi.org/10.17323/jle.2021.10737

Nguyen, H. (2019). Motivation in Learning English Language: a case Study at Vietnam

National University, Hanoi. European Journal of Educational Sciences, 1 (6), 49-65.

Ma, T. (2010). Communicative Listening Training in English- Features, Strategies and

Methods. Journal of Language Teaching and Research, 1 (4), 464-472.

https://www.researchgate.net/publication/47716150_Communicative_Listening_Train

ing_in_English-_Features_Strategies_and_Methods

Oğuz, A. and Bahar. H. (2008). The importance of using authentic materials in prospective

foreign language teacher training. Pakistan Journal of Social Sciences. 3 (4), 328-336.

https://www.researchgate.net/publication/283437943_The_importance_of_using_authentic_

materials_in_prospective_foreign_language_teacher_training