Congratulations! You’re now certified to teach English as a Second Language (ESL) classes! You’ve laughed at your trainer’s jokes, including those that weren’t funny, completed the coursework and landed a terrific job. You’re supremely confident, and students are lining up to learn English from ‘the messiah’.
“You’re dreaming”, I hear you say. Okay, you haven’t jumped through all the hoops yet, but you’re on the right path. While this alone is good news, here’s some even better news. The Australian Government-accredited TESOL course at AVSE-TESOL (11245NAT) will equip you with the knowledge, skills and valid certification needed to hit the ground running as an ESL teacher anywhere in the world. The assumption is you’re currently at ‘zero’, and the challenge is to be at ‘hero’ by the end of the course. Enjoy the ride.
TESOL overview
English is used worldwide in business, education, social settings, and networking. While French might be the language of love, English is commonly known as the international language. As a result, teaching ESL has become an industry in its own right, attracting all kinds of people – high-flyers, plodders, difference-makers, backpackers looking to fund their travels, educational purists, and academics.
Regardless of background or country of origin, fantastic opportunities await people with decent English language skills and quality TESOL certification, regulated and accredited by a government. Teachers hold an esteemed position in Southeast Asian countries like Vietnam and Cambodia. This esteemed position is reason enough not to scrimp on acquiring the skills, knowledge, and certification you need to work as an ESL teacher in that part of the world.
The Australian Government-accredited Certificate IV in TESOL, the Trinity Certificate in TESOL, and CELTA are three examples of high-quality study programmes for aspiring ESL teachers. What’s the commonality between the Australian Certificate IV in TESOL, Trinity TESOL and CELTA? Each is regulated and accredited by a government. It’s about quality, accountability and tangible outcomes for teachers and students.
You will find information about AVSE-TESOL’s Registered Training Organisation (RTO 45373) status in Australia here. Also, please view the details of our Australian Government-accredited Certificate IV in TESOL programme here.
Things you will learn
This course is the foundation upon which you’ll build a rewarding career as an ESL teacher. It covers essential knowledge and skills that every English language teacher must have. Check out five crucial things you will learn during your TESOL course, in the short video immediately below.
The Certificate IV in TESOL qualification (11245NAT) under the Australian Qualifications Framework comprises the 12 Units of Competency noted below.
- NAT11245001: Plan and prepare English lessons
- NAT11245002: Assist learners in improving pronunciation and speech
- NAT11245003: Assist learners in building English grammar skills
- NAT11245004: Source and develop resources to support learning
- NAT11245005: Assist learners develop reading and writing skills
- NAT11245006: Assist learners in developing speaking and listening skills
- NAT11245007: Assess language learning
- NAT11245008: Apply a range of TESOL methodologies
- NAT11245009: Assist learners in preparing for English language tests
- NAT11245010: Use Computer Assisted Language Learning to assist learners
- NAT11245011: Develop and apply knowledge of cultural factors affecting TESOL teachers
- NAT11245012: Use creative strategies to assist children in learning English
Assessment tasks
Assessment tasks will receive one of two grades: ‘Competent’ or ‘Not Yet Competent’. TESOL students must achieve a ‘Competent’ grade with all assessment tasks to be awarded a Certificate IV in TESOL (11245NAT) under the Australian Qualifications Framework (AQF). Suppose an assessment task that you’ve submitted is deemed ‘Not Yet Competent’. In that case, you can revise your work and resubmit it without penalty (within reason). Here are three ‘hacks’ that will help avoid being asked to repeat an assessment task: 1. carefully read and follow the instructions for each task, 2. don’t cut corners, and 3. conduct a ‘self-audit’ process before you hit the submit tab.
Assessment submission
Your enrolment duration is six months. You may submit your assessments until 11:59 pm on the last day of your enrolment.
You must submit assessment tasks via the appropriate link on the AVSE-TESOL Student Portal. If a file is too large to submit via the Student Portal, you should compress it and try again. If you cannot submit a file, despite your best efforts, contact your personal TESOL trainer as a first option. AVSE-TESOL cannot accept assessment tasks submitted via email, Facebook Messenger, or similar means. You will encounter several assessment tasks in the Student Portal in a ‘Quiz’ format. Completed quizzes are stored in the Student Portal without the need for any uploading.
Various file uploads such as tests, resources you have gathered, lesson plans you have created, observations undertaken and evaluations of teaching performance during practicums are part of your course assessment requirements.
What do you get for successfully completing the course?
While we don’t hand out gold stars (or gold bars) at the end of the TESOL programme, all being well, you will receive the following Australian Government accredited qualification: Certificate IV in TESOL (Teaching English to Speakers of Other Languages, 11245NAT).
Typically, it takes ten business days (Monday to Friday) from the date you meet the course requirements to receive your TESOL certificate. The content and design of the certificate are consistent with the AQF’s ‘Qualifications Issuance Policy’. You will receive your TESOL certificate in ‘hard copy’ format.
Students can collect their TESOL certificate at the location where they completed the training. Alternatively, AVSE-TESOL can arrange for the certificate to be posted by secure mail for a fee set by the local postal service. AVSE’s advertised programme fee does not include a postage charge.
Here are a few words from Peter Goudge, our Managing Director and Founder
As a young person, I discovered the lifestyle and benefits of teaching English abroad. More than anything, I’m grateful for what this profession has given me – and my family. I’ve worked in the four corners of the world and met more magnificent people than I can name. What’s my advice to newcomers in this profession? Simple: 1. learn to work with local people, and 2. always remember you’re a visitor.
Computer Assisted Language Learning
Perspective:
Undoubtedly, Computer-Assisted Language Learning (CALL) is an essential component of teaching and learning English as a Second Language (ESL). Nowadays, technology is used in classrooms worldwide. CALL brings together education and innovation, providing opportunities for teachers and learners everywhere. At its core, CALL can involve basic tools for vocabulary practice. However, it can also include advanced learning platforms that tailor instruction to meet the personal needs of individual students.
CALL has become essential to teaching and learning ESL because of its wide range of applications. Unlikely as it sounds, there are still teachers who believe they can deliver quality ESL lessons without including CALL. They’re wrong. They’re ‘dinosaurs’. ESL students expect their teachers to have at least basic information technology skills. That expectation is not unreasonable in my view; employers (schools) agree.
Immediately below you’ll see a video from Ms Laura Patsko (Senior ELT Research Manager, Cambridge University Press), sharing findings from a major research project about the effectivesness of CALL in ESL teaching and learning. While the video is a few years old, the findings are equally relevant today. I’m sure you’ll find it interesting.
The role that information technology plays in ESL classrooms around the globe will only expand as new technologies emerge, transforming how students engage with language learning. Suppose your information technology skills are a ‘work in progress’. In that case, I’d encourage you to ‘put your foot on the gas’ so CALL becomes an integral part of the ESL lessons you deliver in the future.
Acquiring basic skills to use technology in the classroom may be a hurdle you must overcome, but it doesn’t stop there. What about ‘troubleshooting’? With technology comes the prospect of technological failure and mishaps. How will you respond when the projector globe blows, the PC crashes, the CD is scratched, the speakers won’t work, someone changed the Wi-fi password and didn’t let you know, you brought the wrong computer cable to class, or the power goes out leaving you in a dark room with no air conditioning and forty or more students. ‘Worst nightmare’ scenarios do happen, especially in developing countries like Vietnam and Cambodia. So, what’s your Plan B (and Plan C) in the event of technological failure or a mishap?
An array of tools:
CALL can be teacher-led, student-led, school-led, independent, classroom-based, home-based and so on. It can be utilised anywhere, provided a suitable device and internet access exists. Here are some examples of CALL-related technology: computer software, games, simulations, language tutorials, translators, internet, email, blogs, Skype, Zoom, WhatsApp, Viber, Facebook, podcasts, mp3s, YouTube, mp4s, videos, DVDs, CDs – the list is endless. The common characteristic is that an electronic device – a computer connected to the internet – drives an application that allows teaching and learning.
If your curious how to use information technology in your classroom, check out the video below from Sam Kary, CEO and Founder of New EdTeach Classroom:
Early classroom technology was simple, like watching a wildlife documentary on your school’s telly. In the 1980s, some schools introduced ‘Language Laboratories,’ where students would record themselves speaking on bulky tape recorders and listen back to improve their pronunciation. It’s hard to imagine now, but the tape recorder was considered cutting-edge technology.
These days, in classrooms around the world, you won’t find a bulky, old tape recorder, but you will find mobile apps, advanced online platforms and gamification galore directed at making the hard yards of learning new things engaging and fun. The engagement and fun components of CALL are hard to dispute. In addition, it’s hard to argue to the contrary that CALL provides adaptable, engaging, and easily accessible resources, which enhance the appeal of teaching and learning English compared to traditional methods.
Popular apps:
When a student uses an ESL app during a lesson, you could be excused for thinking the atmosphere is more akin to what you’d expect at a competitive football or basketball match than in a traditional classroom. Why? Many apps come with a hefty gamification component to capture and hold interest.
While it’s physically impossible to list every ESL teaching and learning app that’s available in the marketplace, here’s a random selection of apps that are commonly used in Southeast Asia: Duolingo, Babbel, ELSA Speak, Space-team ESL, Memrise, Hello Talk, Voxy, Busuu, English Grammar Star, Lingoda, Fluentless, My Wordbook, Cram and Cambly. Online dictionaries and translation tools – for example, Google Translate and WordReference – are standard features in ESL classrooms worldwide, providing instant access to definitions, pronunciation assistance, sample sentences and much more.
What’s in it for teachers?
Just as CALL offers benefits for ESL students, there are benefits for teachers also. Immediately below, you’ll find a list of eight benefits that CALL provides for ESL teachers:
– Enhanced Engagement: ESL students love information technology – watch their eyes light up when you introduce an app to the teaching and learning experience. Engaged students are far more likely to achieve desirable outcomes and less likely to be at the centre of undesirable class management issues.
– Personalised Learning: Many CALL programs can be adapted to meet individual student’s needs. With CALL, teachers can effectively provide one-on-one attention to multiple students simultaneously.
– Access to Resources: CALL provides access to an array of teaching resources that would otherwise not be accessible and, in many instances, available. Time spent making teaching resources from scratch at home in the evenings and over the weekend, a major bugbear of teachers worldwide – is markedly reduced by CALL.
– Streamlined Administrative Functions: CALL allows teachers to automate various administrative functions that would otherwise be performed manually – grading, feedback, attendance records and much more. By reducing a teacher’s administrative workload, he (or she) will have more time and energy to focus on teaching students.
– Improved Collaboration: Online platforms available through CALL allow teachers to help and support each other by exchanging ideas, sharing resources, mentoring, and the like.
– Flexible Learning Environment: CALL provides teachers with the opportunity to ply their trade whenever and wherever they choose to do so. They are not bound by the traditional school environment, which requires attendance on set days and between set hours.
– Skill Development: CALL can assist teachers in striking the right balance between reading, writing, listening and speaking activities when planning lessons.
– Professional Development: Ongoing professional development for ESL teachers is pivotal. CALL allows teachers to keep updated with ESL news, trends, technology and much more, enhancing their professional and teaching skills.
Pedagogical approaches and CALL:
CALL can easily be adapted to accommodate different pedagogical approaches. Let’s look at three examples:
Task-based learning: the teacher might put students into small groups and ask them to work together using online tools to solve a specific problem. Group members might use online research tools, visit forums, participate in live chats and suchlike to find a solution to the problem, and then report to the whole class using a CALL resource.
Communicative language teaching (CLT): the CLT approach to teaching and learning suggests that interaction when building ESL skills is central to achieving the goal of using the language in everyday situations. For a combined CLT and CALL experience, the teacher might divide the students into pairs and facilitate a video conferencing session – using the target language – via Zoom, SKYPE or Facebook Messenger.
Total physical response (TPR): the increasingly popular TPR approach to language learning requires students to react to the teacher with movement. It’s equally easy for students to physically respond to what they see or hear from technology or an app of some kind. For example, the teacher may play a YouTube video with ‘emotions’ as the subject matter. Students watch the video and physically react to what they see and hear.
CALL Assessment Task: If you haven’t noticed already in the Assessment section of the Portal, there two CALL assessment tasks attached to your TESOL course. First, you must include (and document in the related lesson plan) a different CALL resource into at least two of your practice classes. Second, you are required to complete and submit a written evaluation report (800-1000 words) on one of the two CALL resources that you used in your teaching practice classes.
In the following video, John Ross from TestPrepInsight.com evaluates two CALL apps. You might his approach to evaluating the apps helpful, when the time comes to complete your evaluation report:
CALL upside:
CALL, when applied well, can be of great help to students with the acquisition of skills such as grammar, writing or vocabulary. Various studies have been carried out that link CALL to increased vocabulary acquisition and, as a result, improved reading. Aside from better learning outcomes, CALL provides more variety while learning, which can positively impact motivation. After initial equipment expenses, CALL typically costs less than face-to-face classroom instruction – and students can study 24/7, if they are so inclined, from anywhere in the world. Moreover, CALL places a seemingly limitless assortment of authentic texts and multimedia material at student’s fingertips, placing them in control of their learning. The days of a single textbook or the same classroom for an extended period are numbered. As technology evolves, staying up-to-date will undoubtedly be a challenge for educators. However, keeping informed and developing new skills is crucial for success in education, no matter the subject. Adaptability to these changes will help teachers provide students with a richer and more engaging learning experience.
CALL downside:
On the downside, it’s been argued that the prohibitive cost of computers and other devices can put poorer students at a significant disadvantage to their classmates. The success of CALL also hinges on student and teacher technological literacy, which adds an extra dimension of difficulty to acquiring a second language. Those who aren’t thrilled about CALL often point out that computers do not have the capacity, as a human teacher does, to manage unpredictable situations or answer unexpected questions in the learning environment. What about the troubleshooting? In addition, it’s correct to say that computerised speech recognition and synthesis have not yet been perfected, rendering CALL somewhat less effective in developing speaking skills.
While CALL has some downsides, nothing fits into the ‘deal-breaker’ category, in my opinion. Regardless, it’s here to stay!
Choose well:
As with all learning resources, consider the qualities of the tool or resource you use when implementing CALL in your classroom or beyond. Is it a suitable match for the characteristics of your learners, such as their age, language level, gender, previous exposure to native speakers, background, and, of course, their access and proficiency with the technology in use? Not all CALL resources are valuable for classroom instruction, with some being better for independent study over and above the classroom component of the student’s learning. Choose well and reap the rewards!
Assessment and Testing in ESL Teaching and Learning
Assessment is essential in language education and a core component of an ESL teacher’s work. It has distinct features that lay the groundwork for practical instruction, learning, academic achievement and more.
What is assessment?
‘Assessment’ comes from the Latin word ‘assidere,’ which means to sit beside. By definition, assessment is intended to be a supportive process. In ESL teaching and learning, assessment involves collecting, analysing, and interpreting information about a student’s knowledge, skills, and performance. The principal objective of an assessment process is to evaluate the overall performance of both the teacher and the learners. Assessment processes include quizzes, short and long answer questions, multiple choice questions, written assignments, observation, projects, and similar means.
There are five primary assessment categories: 1. Diagnostic Assessment, used to identify a starting point; 2. Formative Assessment, used to monitor progress during a course; 3. Summative Assessment, used to evaluate overall progress – at the end of a study programme, 4. Self-assessment – when a person evaluates their actions, attitudes, or performance; and 5. Performance Assessment, which measures how well students apply their knowledge, skills, and abilities in real-life situations. Think about a single assessment task you were required to complete during your school, university, or college years. That task will sit under one of the five assessment types. Let’s drill down on five key assessment types:
Diagnostic:
In an ESL context, a Diagnostic Assessment is a test taken before a study programme begins to determine a student’s competence level in a specific area. The primary purpose of the assessment is to ensure that the student is placed in a suitable ESL class. Diagnostic Assessment results help teachers deliver lessons targeted to the needs of an individual student (or a group of students), providing the proper challenge and support. For example, ESL placement tests are commonly used in Vietnam and Cambodia, albeit with varying levels of success, to decide how to group students.
Formative assessment:
From the beginning to the end of a study programme, Formative Assessment, of one type or another, helps the teacher check if his (or her) students are progressing as expected and, if necessary, modify the teaching methodology appropriately. While diagnostic assessments set a baseline for learning, formative assessments are geared towards gaining insight into the progress made. Observation, quizzes, pair work, group work, weekly tests and a written assignment are all formative assessment examples that give immediate feedback on how the teacher and students are doing. Check out a super blog post about formative assessment by clicking on the image immediately below.
Summative assessment:
As the word ‘summative’ implies, this assessment process relates to the ‘sum’ of the study programme – the whole lot. It occurs at the end of a course and allows the teacher to reach an informed view of the success or otherwise of the teaching and learning that took place. Like diagnostic and formative assessment, summative assessment processes come in any number of forms; here are some random examples: a major research project, quizzes on course topics, long and short answer questions – and an end of course exam. Check out the following video from the Helpful Professor YouTube Channel:
Self-assessment:
Self-assessment is when a student evaluates his (or her) own skills and progress. It involves reflecting on strengths and weaknesses, setting goals, and identifying areas for improvement. Self-assessment is an underutilised but valuable process in ESL teaching and learning. It allows students to understand their circumstances better and make informed decisions about future actions and goals.
Performance assessment:
Your TESOL programme’s critically assessed teaching practice component is a classic example of a performance assessment process. Performance assessment evaluates an individual’s knowledge and skills while completing real-life tasks. It may involve direct observation – like what happens in a teaching practice class – practical activities or projects to measure effectiveness and achievement.
Purpose of assessment
In an overarching sense, the purpose of assessment is twofold: 1. to gather evidence and 2. to promote learning.
Suppose you accept that assessment comes in various forms – diagnostic, formative, summative and such. In that case, you’d agree that assessment serves multiple purposes. For example, a diagnostic assessment process aims to understand what the student currently knows about a subject area – and a summative assessment process seeks to understand what the student has learnt by the end of a particular study programme. While assessment serves various purposes of equal importance, the commonality among the purposes is stark.
‘Evidence’ is a glaring commonality. Assessment provides evidence – what a prospective learner knows before the class starts (diagnostic), what a learner knows at a point in time during a course (formative), what a learner knows at the end of the class (summative), and the list goes on.
Another glaring commonality is ‘promoting learning’. Armed with evidence from a valid and reliable assessment process, teachers can identify the strengths and weaknesses of students, tailor instruction to meet the needs of individual students (or the whole class) and provide targeted feedback encouraging growth and improvement. Moreover, armed with evidence, teachers can adjust their teaching methodology (resources, Student Books, learning activities and the like) to address apparent gaps – consistent with promoting learning.
Characteristics of a good test
The word search puzzle below contains 20 hidden words you would expect to hear if someone were discussing classic features of a ‘good test.’ Here are three tasks for you to complete:
1. Predict five words that might be in the puzzle
2. See how many of the 20 hidden words you can find in 10 minutes
3. Share the words you predicted – and those you found, with the person sitting beside you.
Guiding principles when selecting tests
When you’ve found the 20 keywords in the Wordsearch puzzle, I’d encourage you to select six of those words to be used as your (personal) guiding principles for choosing a suitable test moving forward. All 20 words in the puzzle are relevant and should weigh on your mind. Still, you will have done well if you settle on six words as your not negotiable ‘Guiding Principles’. Then, flesh out each word into no more than a paragraph that means something to you. With six words and related explanations, you’ll be set with guiding principles when selecting a test moving forward.
Once your ESL test selection guiding principles are established, it will be useful to identify practical steps to follow each time you prepare to deliver a test. Creating a Test Prep To-Do List can ensure that important details are systematically addressed in the lead-up to the test. This ‘To-Do List’ could serve as a guide to help you organise and streamline your preparation work. Here’s an example of a Test Prep To-Do List:
Grading tests
When grading English language tests, it’s imperative that teachers follow a predetermined, structured approach to achieve consistency and fairness – and, importantly, alignment with proficiency standards of one kind or another. For example, the proficiency standards for Test A might come from the Common European Framework of Reference for Languages (CEFR). Test B proficiency standards might come from the Australian Qualifications Framework (AQF). Proficiency standards provide benchmarks that must be achieved to justify a particular grade being recorded. Assessments based on an arbitrary approach carry zero weight because they’re about ‘opinion’ rather than factual information.
If you don’t know the word ‘rubric’, it will become like an old friend who keeps popping his (or her) head up during your ESL teaching career. In simple terms, a rubric is a scoring guide that typically includes instructions on what a student needs to do in order to achieve a particular grade. It’s an essential tool teachers have at their disposal to achieve consistency, fairness and alignment when allocating a grade. Carefully review the IELTS Speaking rubric immediately below. You’ll be asked to respond to four questions about the Speaking rubric in the next paragraph.
Here are four questions for you to reflect upon after reviewing the IELTS Speaking Test rubric.
1. What’s the score (Band) range for the speaking section of the IELTS Test?
2. What are the four ‘Band Descriptors’ (by name) in the rubric for the Speaking Test?
3. What would a test-taker need to exhibit to achieve an overall band score of ‘5.0’ for the Speaking Test?
4. Referring to the rubric, explain how ‘Test Taker A‘ was awarded a score of ‘5.5’ for the Speaking Test.
Grading is one of the more time-consuming components of an ESL teacher’s work. No sooner will you finish one lot of assessments than another lot requires your attention. Check out the article below from the Teacher Writer website. It provides easy-to-follow tips and hacks to reduce the amount of time (and energy) you spend on assessing work from your students – without compromising consistency and fairness – and alignment with proficiency standards:
Young Learners: Popular international tests
If your teaching English abroad journey takes you to Vietnam or Cambodia, one of the first things you’ll notice is that ESL classes for ‘Young Learners’ (4 to 17 years of age) tend to be categorised as follows: Starters, Movers, Flyers, Key English Test (KET), Preliminary English Test (PET) or First Certificate in English (FCE). You’ll typically find students 5 to 7 years of age at the Starter level. By the time a student gets to the FCE level, he (or she) will likely be 15 to 17. The six categories – Starters through to FCE – are commonly called the ‘Cambridge Model’. Most English Language Schools in Southeast Asia follow the Cambridge Model – if only because it provides ‘structure’ and a clear pathway to English proficiency. At the end of each category, students have two options: 1. they can sit for a formal ‘Cambridge’ test at the British Council office closest to where they live, or 2. do an informal test at the school or Language Centre where they studied English. Option one comes with a fee. Anecdotally, 95% of Young Learners in Southeast Asia go with option two, which means you may be a ‘Cambridge assessor’ by default.
Adults: Popular international tests
There are several formal (international) tests that are used by employers, academic institutions, and immigration authorities to measure a person’s English language skills. Preparation courses for the more popular international tests, including IELTS, TOEFL iBT, TOEIC and CEFR, are a significant source of income for English Language Schools worldwide. You will encounter many students enrolled in test preparation classes during your ESL teaching career. Moreover, there’s a good chance that you’ll be asked to teach test preparation classes, especially when you have a bit of ‘coalface’ experience under your belt. Here’s a snapshot of the four most popular international tests:
IELTS:
| Full name: | International English Testing System (IELTS) |
| Country of origin: | United Kingdom |
| Ownership: | Jointly owned by the British Council, IDP IELTS, and Cambridge University Press & Assessment |
| Website: | https://www.ielts.org/ |
| Structure & time: | Four components – reading, writing, listening, and speaking in 2 hours & 45 minutes |
| Score (Bands): | Independently assessed: 0 to 9 (4.0, 4.5, 5.0….) in each of the four sections, with the final score being an average of the total achieved in each section. |
| Primary purpose: | Study abroad, work abroad, immigration |
| Helpful links: |
IELTS Liz (general information): https://ieltsliz.com/ IELTS Podcast: (band scores explained): https://www.ieltspodcast.com/ielts-exam/ielts-band-scores/ IELTS Asia: (great tips): https://www.ieltsasia.org/hk/en/prepare/toptips |
| Fee: | Yes, varies from country to country |
TOEFL ibt:
| Full name: | Test of English as a Foreign Language – internet-based training (TOEFL ibt) |
| Country of origin: | United States |
| Ownership: | English Testing Service (ETS) |
| Website: | https://www.ets.org/ |
| Structure & time: | Four components – reading, writing, listening & speaking in 1 hour & 56 minutes |
| Score: | Independently assessed: 0 to 120, with each of the four sections offering a maximum score of 30 (4 x 30 = 120) |
| Primary purpose: | Study abroad, work abroad, immigration |
| Helpful links: |
UK Study Online (general information): https://www.ukstudyonline.com/toefl-ibt-test-explained/ Class Central (resources): https://www.classcentral.com/report/toefl-preparation/ Global Exam (resources): https://global-exam.com/blog/en/resources-toefl-ibt-training/ |
| Fee: | Yes, varies from country to country |
TOEIC:
| Full name: | Test of English for International Communication |
| Country of origin: | United States |
| Ownership: | English Testing Service (ETS) |
| Website: | https://www.ets.org/toeic |
| Structure & time: | Three options: 1. TOEIC Listening & Reading (workplace skills) x 150 minutes, 2. TOEIC Speaking & Writing (workplace skills) x 80 minutes, 3. TOEIC Bridge (English skills x 4 for everyday use) x 112 minutes |
| Score: | Independently assessed: 1. Listening & Reading Test, 0 to 990, 2. Speaking & Writing Test, 0 to 200 for each test (2 skills), 3. Bridge, 0 to 50 for each test (4 skills) = 200 |
| Primary purpose: | Job placement, university/college graduation requirement in some countries, everyday life |
| Helpful links: | Quizlet (resources): https://quizlet.com/content/toeic-exam-faq Q Language (tips): https://www.qlanguage.com.hk/how-to-pass-toeic/Business English – Allure: (Q & As): https://www.businessenglishallure.com/what-is-the-toeic-test-all-your-questions-answered/ |
| Fee: | Yes, varies from country to country |
CEFR:
| Full name: | Common European Framework of Reference for Languages (CEFR) |
| Country of origin: | France (Strasbourg) |
| Ownership: | Council of Europe (separate from the European Union) |
| Website: | https://www.coe.int/en/web/common-european-framework-reference-languages |
| Structure & time: | The CEFR doesn’t offer tests as such. It provides guidelines to assess and standardise language proficiency across various languages, including English. CEFR guidelines provide a structured way to evaluate language skills across six levels of competence – beginner to proficient (A1, A2, B1, B2, C1, C2), with A1 being the lowest and C2 being the highest. |
| Score: | Independently assessed – mapped to CEFR guidelines. |
| Primary purpose: | Job placement locally and abroad, study abroad, immigration |
| Helpful links: |
Cambridge (guide): https://www.englishprofile.org/images/pdf/GuideToCEFR.pdf Trinity (six levels): https://www.trinitycollege.com/qualifications/SELT/CEFR Language Formula (opinion): https://www.thelanguageformula.com/articles/cefr-language-levels |
| Fee: | Yes, varies from entity to entity |
Typical questions from students about international tests
Students will assume you’re a ‘guru’ with international tests by virtue of your teacher status. Therefore, putting time aside to learn about the intricacies of the more popular tests is a good idea. Try to know the key features of popular tests – and their strengths and weaknesses. If you’re asked a question about an international test, be factual rather than advising students on what test is best for their personal circumstances. Importantly, students should be encouraged to consult widely before pursuing an international test, if only because of the high-cost factor and the amount of work. Immediately below, you will see a list of questions about international English tests that an ESL student might ask you. If asked, how would you respond? ‘Forewarned is forearmed’ as the age-old saying goes.
1. I’m thinking about studying abroad. Which international test should I take?
2. I’d like to work for a foreign company. Which international test should I take?
3. What’s your opinion of the IELTS/TOEFL iBT/TOEIC/CEFR test?
4. Tell me about the structure/time of the IELTS/TOEFL iBT/TOEIC/CEFR test?
5. Where can I take the IELTS/TOEFL iBT/TOEIC/CEFR test?
6. What’s the cost of the IELTS/TOEFL iBT/TOEIC/CEFR test?
7. Can you explain how the IELTS/TOEFL iBT/TOEIC/CEFR test is scored?
8. Do my test results have an expiry date?
9. How can I improve my listening/speaking/reading/writing skills for the IELTS/TOEFL iBT/TOEIC/CEFR test?
10. I want to live permanently in Australia/the United States/the United Kingdom/Canada. Will I have to take an English test to get a visa? If so, which test?
Preparing your students for English proficiency tests
If preparing a group of students for an international English test is on your agenda, you’ll need to know a thing or two about the particular test. Getting up to speed will almost certainly involve a lot of work, but there will be tangible benefits for you and your students. Visiting the website address for each test I’ve noted above is an excellent place to start.
Remember that test preparation classes are not directed at building English skills, although that might happen; they’re directed at 1. building test-taking strategies to maximise the score and 2. familiarising students with what to expect – structure, scoring mechanism and the like. Achieving ‘guru’ status with test-taking strategies is an area where you can distinguish yourself as an ESL educator. The good news is that plenty of folks have been down this path beforehand. Consequently, the internet is full of test-taking strategies you can hone for your audience. Master the strategies and then pass them on to your students. They’ll think you’re a superstar!
How about replicating ‘test-like’ conditions (with the relevant scoring mechanism) for a specific time in each preparation class, say 20 minutes? You’ll find ‘sample’ IELTS, TOEFL iBT, TOEIC, CEFR tests, questions, ‘ideal’ answers, relevant social media support groups and online. More information is available than you’ll ever have time to take in.
Some folks thrive in ‘test’ situations – international or otherwise – others are carefree. Then there are people like me with a history of ‘buckling at the knees’ in a test scenario. Every student is important, and regardless of the score achieved on a test, the sun will come up tomorrow. ESL teachers have a responsibility to convey this crucial message. Knowing that your student gave the test his (or her) best shot is a success story by any measure.
Sample ESL Tests
In this video below, you will find a ‘secret’ database of 61 websites with sample ESL Tests and related resources that might be helpful as you embark on your ESL career. It’s well worth a look.
Concept Checking
Is Concept Checking another type of testing? I think so, but it’s less formal – it can be as simple as a brief question and answer – and the purpose differs from the conventional forms of testing we’ve considered in this module so far.
‘Concept Checking’ involves assessing whether a student or group of students genuinely understands what was presented to them. In an ESL class, the target of a concept-checking action might be a vocabulary word, a grammar point, a correction, instructions, an administrative matter or something else where the teacher feels it necessary to confirm understanding. Concept checking in an ESL context mainly occurs in a question-and-answer format (a Concept Checking Question or CCQ). However, the ‘concept checking’ method that’s used is limited only by the teacher’s imagination. With the complexity of second-language acquisition, everything that happens in an ESL class is ‘fair game’ for concept checking.
When to Concept Check:
Concept Checking is an ongoing process throughout a lesson – from when the first student enters the classroom until the last student leaves.
Regardless of their years of service and expertise, teachers cannot assume that every student fully understands what was said, presented, or discussed during the lesson. While it’s not unique to ESL instruction, some students learn new things quickly, and others need more time. Concept Checking, whether by CCQ or another method, is the principal mechanism that ESL teachers can use to ensure all students progress together and understand what has been put in front of them.
How to Concept Check:
While academic approaches often emphasise the importance of structuring Concept Checking Questions (CCQs), there are many valid ways to check understanding. Almost any method used to present material can also be adapted for concept checking. In addition, test formats, including diagnostic, formative, summative, performance-based and even self-assessment, all come with a concept-checking dimension. From my experience in ESL classes in Vietnam and Cambodia, observation is the least intrusive form of concept checking, and a final (summative) examination is at the opposite end of the ‘scale’.
In the following video, Ms Jo Gakonga (Managing Director and founder of ELT Training) shares seven methods (beyond CCQs and observation) that can be used in your ESL class to confirm whether students have understood the lesson content:
Practical Concept-Checking Questions (CCQs):
Let’s take a closer look at Concept Checking Questions, given they’re a staple of ESL teachers worldwide. In doing so, it’s important to recognise that CCQs are only one of many tools teachers have available to check for understanding.
Concept Checking questions (CCQs) should be carefully designed to reflect the new material and the student’s language skills. These questions can confirm whether students understand what has been presented without needing them to explain it in abstract terms. Moreover, well-worded CCQs also provide insight into the effectiveness of the teaching strategies that were used, offering valuable information that can help teachers adjust their approach to better meet the needs of their students in the future. Check out the following video that explains in plain English how Concept Checking Questions (CCQs) are a valuable tool for ESL teachers:
Here is an example of a simple CCQ process, the like of which takes place every day of the week in English Language Centres worldwide:
Setting: The teacher uses PowerPoint to show a clear image of a blue sofa and other furniture items. When each image is displayed, the teacher elicits the vocabulary word from the group and delivers encouraging feedback. The teacher drills each vocabulary word chorally x 5 and then individually x 5, delivering encouraging feedback.
CCQ: The teacher points to the sofa image and asks, “Bill, what is it”?
Response: It’s a sofa.
Outcome: The teacher delivers encouraging feedback. The teacher is confident that Bill knows the word sofa and can pronounce the word with a reasonable level of accuracy. Bill and the teacher feel good about the question-and-answer exchange.
Follow on CCQ: The teacher points to the sofa again and asks: “Bill, what colour is the sofa”?
Response: It’s blue, it’s a blue sofa.
Outcome: The teacher delivers encouraging feedback. The teacher is confident that Bill knows the word blue and can pronounce the word with reasonable accuracy. Equally important, all participants in the CCQ exchange feel positive about the outcome.
Here are some more examples of CCQs that are likely to provide insight into whether a student has grasped the concept:
– CCQ: What month is it now?
– CCQ: How would you rephrase the sentence using the present tense?
– CCQ: Can we use last autumn for an event happening now?
– CCQ: When do we use ‘their’, ‘there’ and ‘they’re’?
Here are some examples of CCQs that missed the mark completely:
– Do you understand?
– Have you got it?
– Are you with me?
– Do you like to travel?
Do you agree that the questions immediately above miss the mark? If so, why?
CCQ – Hot Tips:
Well-crafted CCQs are a powerful tool, yet many ESL teachers miss the chance to use them effectively. Often, CCQs are asked spontaneously rather than being thoughtfully prepared. Framing CCQs is both an art and a science; the best way to improve is through practice and continuous refinement. Here are 12 ‘CCQ Hot Tips’ for consideration:
- Include key CCQs in your lesson plan. Planning your CCQs ahead of time helps ensure clarity and purpose.
- Keep your CCQs simple. Simple, straightforward questions increase the chances of students understanding and responding correctly.
- Direct your CCQ to a specific student. This avoids awkward silences and prevents the same students from answering every time.
- Don’t leave a student hanging if they don’t know the answer. Encourage them to ask a classmate for help or quietly provide the answer for them to repeat, turning it into a positive, supportive experience.
- Use various question types—yes/no, either/or, and ‘why’ questions. Mixing question types keeps lessons dynamic, enhances skill development, and reduces boredom.
- Avoid unfamiliar vocabulary or structures in CCQs. This ensures students can focus on the Concept being checked without getting confused by new words.
- Cover all aspects of the target concept in your CCQs. For instance, asking if you can “cook food in it?” (referring to an oven) may require follow-up questions to differentiate between other cooking tools like a saucepan.
- Use visuals or gestures to support your CCQs. For example, pointing to an object or miming an action clarifies the question, especially for beginner learners.
- Pace your delivery. Give students time to think before answering. Rushing them may lead to confusion or an incomplete response.
- Repeat or rephrase if needed. If students seem unsure, calmly rephrase or repeat the question using more straightforward language or structure.
- Engage multiple students in the same CCQ. After one student responds, ask others if they agree or what they would add. This keeps the whole class involved and reinforces learning.
- Keep CCQs relevant to real-life situations. Relating questions to students’ daily lives or experiences makes the material more engaging and memorable.
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