Teaching English as a second language is the practice of teaching English to “non-native” English

language learners from around the world. It’s currently estimated that there are over 1 billion people
learning English worldwide.

Teaching English as a Foreign Language (TEFL) refers to teaching the English language to
students with different first languages.

The Direct Method

In this method the teaching is done entirely in the target language. The learner is not allowed to
use his or her mother tongue. Grammar rules are avoided and there is emphasis on good
pronunciation. This method focuses on directly thinking, doing discussion and conversation in
second language (Richards and Rodgers, 2001).

Total Physical Response

Total Physical Response, or TPR, is a language acquisition method developed by psychology

professor James Asher. TPR uses a combo of language and physical actions to engage students
in the language learning process. Much has been learned about TPR from observing infants
throughout the acquisition of their home language.

The Natural Approach

This approach, propounded by Professor S. Krashen, stresses the similarities between learning
the first and second languages. There is no correction of mistakes. Learning takes place by the
students being exposed to language that is comprehensible or made comprehensible to them.

The Lexical Syllabus

This approach is based on a computer analysis of language which identifies the most common
(and hence most useful) words in the language and their various uses. The syllabus teaches
these words in broadly the order of their frequency, and great emphasis is placed on the use of
authentic materials.

Grammar-translation

Learning is largely by translation to and from the target language. Grammar rules are to be
memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed
on developing oral ability.

Grammar translation method was the most popular and widely used method for language
teaching between the ages of 1840 to 1940. But this method was first used for teaching and
learning Latin language which was not the language of common use at that time. Latin was
considered as a classic language. The learners were made able to study the literature of Latin
language through learning the grammatical rules of language and learning the vocabulary so
that learners may translate the language in their first language and in the second language.
Grammar translation method was criticized intensively in the nineteenth century because it was
considered that this method cannot fulfill the demands of language learning in nineteenth
century.

Visuals and realia are one of the most effective ways to provide a relatable reference for our
students. Visuals are just what you might think they are: a universal picture that accompanies your
lesson. For instance, if you’re teaching about elephants, have a pictures of elephants available to share
with students.

Oral Approach/ Situational Language Teaching

The oral approach is a method in which children to use whatever hearing they get from their
surroundings. They also take help from the context to understand and use language. The target is to
develop the skills in the individual so that he can communicate and function independently. This
approach helps in the development of reading and writing skills (Richards and Rodgers, 2001).

Audiolingual Method

Audiolingual method is also known as ‘Army Method’ because after the outbreak of World War
II, the army soldiers decided to be proficient in the languages of their enemies. So a new
learning method of foreign languages was discovered which is known as audiolingual method.
This method is based on a linguistic theory and behavioral psychology. The audiolingual method
was widely used in the 1950s and 1960s and the emphasis was not on the understanding of the
words rather on acquisition of structures and patterns in common everyday dialogues (Richards
and Rodgers, 2001).

The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond
quickly and accurately is the main objective of audiolingual method. Reading and writing skills
may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986).

Silent Way
Silent way is the method of language teaching which was proposed by Caleb Gattegno. This
method is based on the view that the teachers should be silent in the classroom as much as
possible but the teacher must encourage the students to speak and use the language. The most
important aspect of this method is its elements that are used for language teaching i.e. colored
charts and colored rods (Richards and Rodgers, 2001).
This method focuses on the learners to discover on their own rather than they remember or
memorize something. The learners are facilitated in learning by giving them some problem to
solve which involves the materials that are needed to be learnt (ibid).

Task-based Language Teaching

Task- based language teaching is an approach that is based on the assumption that tasks are
the major unit of language learning. This approach is based on the problem solving view that
the learners should be given some tasks to be solved. These tasks are related to the language
structures that are required to be learnt. The learners interact and communicate with each
other during solving these problems. In these way, they learn the language (Richards and
Rodgers, 2001).

Communicative Language Teaching

Communicative language teaching was developed in the era of revolutions in British language
teaching traditions from late 1960s. Before communicative language teaching, situational
language teaching was in practice in Britain for language teaching. Communicative language
teaching was actually developed in the opposition of audiolingual method which focuses on
drilling and memorization. Communicative language teaching focuses on developing the ability
of communication in learners in real life situations. It focuses on meaning rather than accuracy
(Richards and Rodgers, 2001).

Definition of CALL

Computer-Assisted Language Learning (CALL) is defined as "the search for and study
of applications of the computer in language teaching and learning." (Levy, 1997: 1)
The main aim of CALL is to find ways for using computers for the purpose of teaching
and learning the language. More specifically, CALL is the use of computer
technologies that promote educational learning, including word processing,
presentation packages, guided drill and practice, tutor, simulation, problem solving,
games, multimedia CD-ROM, and internet applications such as e-mail, chat and the
World Wide Web (WWW) for language learning purposes. There are several terms
associated with CALL. CALL is variously known as Computer-Aided Language Learning
(CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced
Language Learning (CELL). The first two terms generally refer to computer
applications in language learning and teaching, while CELL implies using CALL in a
self-access environment (Hoven, 1999). 
  
 

Why CALL?

The reasons why ELT teachers use CALL:

o Computers can do some of the work of the teacher and provide great
assistance to the learner even without the presence of the teacher
(Pennington and Steven, 1992).
o New technologies have seen computers become smaller, faster, and
easier for the teacher to use (Evy, 1997). At present, well-designed CALL
software is readily available to the teacher.
o Technologies allow computers to do multimedia applications,
incorporating video, sound, and text, and this capacity allows the
learner to interact with both the program and other learners. (Felix,
1998).
o The computer offers great flexibility for class scheduling and pacing of
individual learning, choosing activities and content to suit individual
learning styles. (Oxford and others, 1998)
o The computer can provide a meaning-focused, communicative learning
environment, which serves the purposes of communicative language
teaching.

4. The benefits of using technology in English language teaching

The profitability of multimedia usage is considered crucial, especially by the young generation of
language teachers who understand and support the idea of technology in the classroom, on the
contrary to the older generation which criticizes and underestimates its importance.

First of all, meeting students’ individual needs and implementing variety of methods and
approaches can be satisfied by introducing digital materials. These ones make possible adjusting to
individual expectations, interests or needs of the language learners in the group. Such activities not
only provoke creative thinking, but also encourage students to practice the language inside and
outside the classroom. What is more, they expose students to the language practice in the
environment which they are familiarised with. It might help them to break the language barrier as
they do not feel isolated anymore.
Lessons can be personalized and directed outside the course book. Students gain an opportunity of
facing the authentic language materials. They become exposed to the real world expectations and
requirements connected to language skills, and therefore, they are more likely to meet them.

What is more, students are familiar with the way of collecting useful information and materials, as
nowadays, the majority of them uses such devices as smart phones, personal computers, and tablet
computers at home. Moreover, students are more eager to learn and they can stay focused longer
during the classes, because the variety of materials available prevents students from the feeling of
monotony and boredom. What is more, their sphere of interest broadens as a result of being
exposed to different fields and aspects of  living. Their learning process becomes more efficient and
self-directed. By browsing the Internet at home, students develop their own pace of language
learning and use supplemental teaching platforms which help them to revise and consolidate their
knowledge.

Last but not least, modern technology in the classroom allows students to develop abilities needed
in their future workplaces. They acquire practical skills such as research and critical thinking which
are essential in the 21st century.

The media along with the emerging technology can be an excellent tool to teach a foreign
language. The usage of such devices does not reject traditional methods or undermine their
importance, but rather supports and completes the whole process of teaching and learning
by offering alternative forms of spreading the knowledge and putting it into practice. With
the help of activities involving multimedia, the classroom becomes more dynamic and
interesting place which makes learning more efficient and pleasant. However, the
implementation of such exercises depends on the presence of electronic devices in the
classroom. Unfortunately, in Polish schools, especially the public ones, it still prevents some
teachers from trying new means of teaching.