Exercises and pedagogic practices in Asian countries as ESL

The dominance of English as the world’s preferred second or foreign language has been increasing
in recent years. One key reason for its inclusion in the school curriculum of Asian countries is the
recognition that it can contribute to students’ personal, linguistic, social, and cultural development.
English can help prepare them for their future careers and provide them with access to information,
especially concerning science and technology, which matters greatly to Asian countries seeking
modernization and economic growth. English language teaching is thus seen to be instrumental in
preparing younger generations for life in the present-day global village. Put simply, English teaching can
serve individual, national, and international needs and desires.

While a healthy attitude toward English as an instrument for scientific and technological
advancement and economic growth has emerged in Asia, English teaching in Asian countries remains far
from satisfactory. This has many causes, the most important of which is inadequacies in teaching
methodology which is grammar-based, textbook-focused, and examination-centred. Grammar-based
language teaching is no longer sufficient. English language teaching in Asia needs to redefine its
objectives, placing greater emphasis on the cultivation of practical communication abilities as well as
intellectual growth. This requires innovation in teaching practice. Unfortunately, innovative initiatives
must struggle against tradition, cynicism, and claims of cultural differences.

Traditional EFL pedagogies in East and Southeast Asian nations are not fully adequate to meet the
need for an expanded emphasis on oral communications. These traditional pedagogies take a scholastic
approach in that they tend to treat English as if it is outside the national or local linguistic environment.
Thus they focus almost exclusively on learning to read English-language documents, and to prepare
English language essays and letters, with little attention to the skills of conversation in English, let alone
the ultimate communicative goal of native speaker-level proficiency. Teachers who were themselves
schooled in a scholastic approach to the language, and focused on grammar and correct usage with little
attention to oral communication, normally feel most comfortable in reproducing this same approach
with their own students. Thus in learning English at school, the main pedagogical medium was reading
and writing, rather than conversation. The main pedagogical style was didactic, in which students were
positioned as largely passive learners. In their interviews, the students made frequent references to all
three of these aspects, which interacted in the practices of didactic teacher-centred classrooms, and had
become combined in their recollections of school.

However, the scholastic approach has become obsolete because of the growing role of English both
inside every local environment, and at the borders between nations. The profound need for listening and
speaking skills cannot be avoided. Strategically it is essential that EFL pedagogies in Asian nations move
beyond the ‘scholastic’ tradition. The communicative approach to language teaching takes up this
strategic imperative.

Also in the 1960s, behaviourism, then the dominant learning theory, was being replaced by
ccognitivism. According to the cognitivist view of learning, language learners were seen as actively
constructing knowledge using whatever mental faculty they had available. It was the learners’
responsibility to discover the rules that allowed people to use the language creatively. Later
developments which saw learners not only as cognitive beings, but also as affective and social beings, as
well as strategy users paved the way for a view of learning which acknowledged the key roles that
learners play in the learning process. This view of learning has been termed learner-centerdness. As a
consequence of this, learner-centred methodologies, which take into account learners’ needs, goals,
interests, learning styles and strategies, are common features in many of today’s ELT classrooms.

Central to the notion of learner-centeredness is the idea that one of the most important goals of
learning is to help students become autonomous learners-learners who can take charge of their own
learning regardless of the learning context, e.g., in a teacher-fronted classroom, in a group activity, or
reading a book alone under a tree. One way to develop learner autonomy is through instructional
procedures which allow learners to engage in conscious planning, monitoring, and evaluation of their
own learning. The bulk of research in the area of cognitive and meta-cognitive strategy training is replete
with examples of how to help students become independent learners. In the learner-centred classroom,
language teachers assume radically different roles. They are seen as more of language facilitators,
counsellors and collaborators rather than as lesson conductors or knowledge transmitters. Assuming
these new roles requires that teachers not view learners as empty vessels ready to be filled with buckets
of knowledge. They should instead invite learners to actively construct and reconstruct knowledge. Thus,
the major focus of instruction in the classroom is directed towards the learners themselves, not the
lessons, the texts or the syllabus. In short, teachers are moving away from teaching lessons to teaching
learners. Parallel developments in the area of second language assessment have also been documented.
Authentic forms of assessment, such as portfolios, interviews, journals, and self/peer-assessment have
become increasingly common in ESL classrooms.

Here are some of the most common exercises and pedagogic practices used in Asian
countries for ESL:

 Grammar-translation method: This method focuses on teaching the rules of grammar and
translating English texts into the student's native language. It is a traditional method that is still
widely used in many Asian countries.
 Direct method: This method focuses on teaching English through direct communication. Students
are not taught the rules of grammar explicitly, but rather learn them by using the language in real-
world contexts.
 Audio-lingual method: This method focuses on teaching English through listening and speaking
activities. Students are exposed to a lot of English input, and they are encouraged to imitate the
sounds and patterns of the language.
 Bilingual method: This method uses both the student's native language and English in the
classroom. This can be helpful for students who are struggling to learn English, as it gives them a
support system in their native language.
 Suggestopedia: This method uses relaxation techniques and music to help students learn English.
It is a less traditional method, but it can be effective for some students.
In addition to these specific methods, there are a number of other pedagogic practices that are
commonly used in Asian countries for ESL. These include:

 Direct instruction: This is a teacher-centered approach to teaching, where the teacher lectures and
the students listen. It is a common practice in many Asian countries, as it is seen as an effective
way to transmit knowledge.
 Group work: This is a student-centered approach to teaching, where students work together to
complete tasks. It is a popular practice in Asian countries, as it is seen as a way to promote
collaboration and teamwork.
 Homework: Homework is often assigned in Asian countries, as it is seen as a way to help students
practice their English outside of the classroom.

The specific exercises and pedagogic practices that are used in Asian countries for ESL vary
depending on the country and the school. However, the methods and practices listed above are
some of the most common.

Here are some additional considerations for teaching ESL in Asian countries:

 The importance of culture: It is important to be aware of the cultural context when teaching ESL
in Asian countries. For example, in some cultures, it is considered rude to speak up in class, so
teachers may need to adjust their teaching style accordingly.
 The importance of motivation: Students in Asian countries may be motivated to learn English for
a variety of reasons, such as to improve their job prospects or to study abroad. It is important to
tap into these motivations to help students stay engaged in their learning.
 The importance of resources: There may be limited resources available for teaching ESL in some
Asian countries. Teachers may need to be creative in finding ways to provide their students with
the materials and support they need.

Overall, teaching ESL in Asian countries can be a rewarding experience. By being aware of the
cultural context and the needs of your students, you can help them achieve their goals of learning
English.