Aneta Naumoska

This article aims to help EFL teachers design higher-quality peer feedback for writing improvement among higher-level adult or university learners, and to show, clearly and practically, how AI can scaffold that peer feedback so it moves beyond vague praise (‘Good job!’) towards specific, actionable feedforward that leads to stronger revisions. Why peer feedback stalls at ‘Good job!’ Peer feedback is widely used in tertiary and adult ELT writing classes because it can multiply feedback opportunities, increase audience awareness and develop writers’ independence. Yet many teachers recognise the familiar pattern. Feedback is too general (‘Nice introduction!’). Feedback focuses on surface issues only...

What is the continuing influence of Situational Language Teaching (SLT) and Community Language Learning (CLL) in the modern ELT classroom and how do they connect to second language acquisition (SLA) theories? Where SLT strongly emphasises oral practice, grammar and sentence patterns, CLL offers specific techniques based on counselling rather than a method in its own right. How do they compare? In regard to the workflow and procedures of SLT, one of its most relevant and continuing legacies is the Presentation-Practice-Production (PPP) format: introduction of a new teaching item in context; controlled practice of the item; and a freer practice stage. There...

ETpedia Business English serves as an English Teaching encyclopedia (ET + pedia), grouped into five sections and an Appendix. Read more here.