Teacher selection and implementation of effective TESOL practices

Abstract

Experienced master's level ESL teachers in the college of Arts were interviewed about their effective practices in ESL. They chose and implemented practices that they are supported by research and experts in the field, but they do so without strong loyalty to approaches or awareness of theory. Most frequently used activities were designed to lower anxiety and create enjoyment. Participants employed strategies to make students feel welcome and supported in the classroom. It seemed to stimulate thought about practice, and could serve as an effective tool in teacher self-education and staff development.