Insights and Resources

Theories have advanced but practices in testing still lag behind. The shift in perception from views which emphasized reading as a collection of specific skills to views of reading as a total process with skills [Read more…]

Achievement Tests are directly related to language courses, their purpose being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives. An achievement test is related directly [Read more…]

We, teachers, play a broad spectrum of roles. Not only that we deliver well-planned classroom instructions and assess the performance of our students, we also reach out to them to understand their interests, needs, and [Read more…]

Teachers should not teach the lesson just for the purpose of assessment, rather, also and more importantly, for the students’ true learning and its application to the real-life situations. It is with this that I [Read more…]

We, teachers, should always plan and present instructions that address both the learning needs and styles of our students. While we take our available quality courseware at STI as the minimum requirement to deliver content, [Read more…]

We, teachers, also reach out to the community to better understand the social factors that influence the lives of our students and to initiate a change once ideated. In doing so, we engage ourselves in [Read more…]

As teachers, we direct all our goals and efforts towards the holistic development of our students. Aside from their meaningful academic learning opportunities in our classrooms, we also initiate, support, and organize beyond-the-classroom activities that [Read more…]

Introduction. Interaction is an important word for language teachers. In the era of communicative language teaching, interaction is, in fact, the heart of communication; it is what communication is all about. We send messages; we [Read more…]

Borg, S. (2015). Teacher cognition and language education. New York, NY: Bloomsbury Publishing Plc. The purpose of the ten-chapter book is of two-fold — first, it deals with the general knowledge on language teacher cognition, [Read more…]