In language teaching, one of the things I believe teachers struggle with the most is not seeing improvement in their students. There are times where I find that, despite the feedback I provide, I don’t seem to notice much progress. This can be a frustrating moment when thinking back to all the lessons you’ve taught throughout the academic year. However, when I came across this issue with writing in my Cambridge B2 First exam class, I tried to think of a new way to impact my learners’ progress dramatically. I asked myself . . .
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