Implications for educators on fostering student success

Belgin Elmas
Belgin Elmas
A woman teaching in front of a laptop with a noteboard behind her
Reading time: 5 minutes

app’s recent report, “How English empowers your tomorrow,” carries significant implications for educators. It underlines that increased English proficiency correlates with improved economic and social outcomes. Educational institutions play a crucial role in preparing students for professional success, employing various pedagogical approaches and teaching methods to meet the diverse needs of learners across universities, colleges and schools. However, the main unfortunate result of the report for educators is the argument that learners are leaving formal education without the essential skills required to achieve these better outcomes.

Furthermore, as stated in the report, many of them are not lucky enough to be adequately equipped for the demands of their professional roles as they continue their careers. This emphasizes educators’ underlying responsibility to critically evaluate their teaching and assessment methods to ensure their students are effectively prepared for real-world challenges, especially as they transition into higher education where the stakes for academic and professional success are significantly elevated.

The data of the report comes from five countries, and while Turkey is not one of them, many of the findings are still relevant to the English language education system in Turkey. Given the significant investment of time and effort, with foreign language education starting in the second grade for the majority of students in the Ministry of National Education schools, better outcomes would be expected in mastering the global language.

Numerous reasons contributing to this failure could be listed but I would put the perception of how language is defined, taught and assessed within the education system in first place. English language classes are generally approached as “subjects to be taught” at schools, and rather than focusing on finding ways of improving learners’ skills in the foreign language, the curriculum includes “topics to be covered” with a heavy focus on grammar and vocabulary.

This, of course, extends to assessment practices, and the cycle continues primarily with teaching and assessing grammar and vocabulary proficiency. Participants in app’s report claim the heavy emphasis on teaching grammar and vocabulary, and not having enough opportunities to practice the language both inside and outside the classroom, as the three primary factors contributing to their lack of communication skills. If this was asked to Turkish learners, it’s highly likely that we would get the exact same three top reasons. The implication for educators here is very explicit: we must first revisit the definition of what “knowing a language is” and align our definition with our teaching and assessment methodology. What use is knowing a language without being able to communicate with it?

New opportunities needed for practice

Another clear implication for learners’ lack of opportunities to use the target language both in and outside the classroom is evident; teachers must refrain from dominating classroom discourse and instead create opportunities for learners to actively engage with the language. Recognizing common learning barriers in this context is crucial, as these barriers can significantly hinder students' ability to practice language skills effectively in corporate settings, professional development, and adult learning environments. Especially in a foreign language context, like in Turkey, this would gain even more importance for the students who lack opportunities to practice their target language in their daily lives.

Understanding different learning styles is essential in this process, as it allows teachers to design engagement strategies that accommodate visual, kinaesthetic, or auditory learning preferences, thus addressing the limitations and specific needs of individual learners. Teachers, who are reported to dominate 80% of class time with their own talk, have the primary responsibility for this issue. These teachers, which refers to the majority, should monitor themselves to ensure they are creating opportunities for active participation and language practice for their students.

Encouraging the learning process as an everyday habit

Students seem to need guidance for practicing the language not only inside but also outside the classroom to improve their proficiency, where external factors such as limited access to resources and environmental distractions can significantly hinder their ability to learn. Integrating technology into education and guiding students to continue their learning beyond classroom settings would undoubtedly be valuable advice. Language learning apps and especially social media can empower students to engage with the language in creative and meaningful ways, addressing extrinsic barriers by providing access to resources and support that overcome the lack of support from teachers or peers and environmental distractions.

Being able to function in a foreign language, such as negotiating, giving opinions, and making suggestions, were indicated as areas where the gap exists between what is needed and what students possess in language skills. Such a result would again require a shift towards more communicative and task-based language teaching approaches, giving opportunities for students to exercise these skills not only in professional but also in academic and social contexts.

Raising awareness among students about the benefits of language proficiency can be suggested as another implication that will also inspire them. Aligning educational curricula with real-life needs and raising awareness of both students and teachers about the rationale behind it is crucial for helping students set their own goals more accurately while their teachers guide them with realistic expectations.

Understanding motivational learning barriers

"I didn’t feel as if I was making progress" was one of the barriers participants indicated was stopping them from achieving greater proficiency, highlighting an emotional learning barrier that stems from internal challenges such as peer pressure and resistance to change. This gives another implication for assisting students to recognize and appreciate how much they have achieved in their learning process and how much more there is to achieve. Additionally, motivational barriers play a significant role, as they reflect the obstacles that arise from losing curiosity and desire for learning, leading to students missing classes or refusing to take courses. The Global Scale of English (GSE) is definitely a valuable tool to track learner progress by providing a concrete framework and by improving their confidence, thereby helping to overcome both emotional and motivational barriers.

In conclusion, while the list of implications for educators might be enhanced, the most significant suggestion lies in reconsidering our perception of language learning and proficiency. This shift in perspective will have a great impact on all aspects of language education, particularly teaching and assessment methodologies. Embracing this new understanding of language teaching will not only enhance the effectiveness of language education but also better prepare learners for real-world language use and interaction and better life conditions.

Learn more about the GSE here

About the author

Prof. Dr.Belgin Elmas, Head of the Department of Foreign Languages at TED University Faculty of Education, has been elected as app GSE Ambassador for Turkey. The Global Scale of English (GSE), developed by app to contribute to English language education, aims to measure the level of English in reading, writing, speaking and listening skills, and shows what learners should learn in each skill according to their level. GSE is a guide for program and material developers, measurement, and evaluators as well as students and teachers. Developed with the input of more than 6,000 academics and teachers from over 50 countries around the world, the GSE is now available in French, Italian, Spanish and German in addition to English.

app has selected ambassadors from different countries to support its work in introducing the purpose of GSE to a global audience. Ambassadors will guide teachers and students, and share their own experiences in using the GSE. Prof. Dr.Belgin Elmas has been supporting the GSE for many years in Turkey and has now been officially selected as the GSE Ambassador for Turkey.

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    Startups are generally considered to be new, technology-focused companies that are less than five years old. For the most part, they aim to disrupt industry with innovations, grow in terms of users and revenues and provide value to customers and shareholders.

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    By understanding how startups think and looking at their best attributes, we can bring more creativity to our classrooms. Not only can we find new ways for our students to learn, collaborate and grow together, but we can also help our students develop much-needed leadership and critical thinking skills.

    What is startup thinking?

    At its core, startup thinking is about problem-solving and growth. User-focused and data-driven, startup teams theorize, research, plan and test their products on new markets. Their strength is in their agility, being able to "pivot" quickly: change products, services and technology based on feedback from their customers.

    They also operate on a number of key principles, all of which can be applied in the classroom:

    1. Be entrepreneurial

    Startups are entrepreneurial by definition. Their staff work in teams, but also have no problem going it alone, finding solutions and taking responsibility for new projects and initiatives. These are all excellent traits to encourage in the classroom as they will not only help your learners in an educational context, but in their professional lives too.

    By learning to be accountable to themselves, measuring their own progress and seeing their achievements, autonomous learners develop self-confidence and progress faster as a result.

    It’s therefore important to encourage students to take responsibility for their own learning. Rather than being solely reliant on their teacher, autonomous learners seek out ways to practice and improve their language skills in ways that appeal to them.

    To do this, brainstorm strategies with your students to help them find ways to use English outside the classroom. They could, for example, keep a journal in English, watch English language films and take notes, read short stories or news articles, or even set their technology and social media language settings to English.

    2. Collaborate and learn from each other

    Startups have a common goal: to establish a business model and achieve a product-market fit. This goal focuses people’s attention and develops rapport among team members. As an additional benefit of working together, startuppers learn their own strengths and weaknesses and begin to collaborate with team members with complementary skills.

    By learning about your students’ interests, objectives and needs, you can find inspiration to design relevant class projects. These give your students a common goal and the chance to collaborate effectively. What’s more, project work is rich in language learning opportunities and makes students accountable to one another. This in turn increases motivation and provides a genuine context for language learning.

    3. Reward effort

    Startups are not afraid to get things wrong. In fact, all entrepreneurs embrace mistakes, as they are part of coming to the right solution. As Thomas Edison once said "I have not failed 10,000 times – I’ve successfully found 10,000 ways that will not work." Some startups go as far as to reward and celebrate failure – saying that it’s a sign that a person is trying to succeed.

    Encourage students to see mistakes as learning opportunities. Creating a safe space in the classroom where everyone is treated with respect and mistakes are viewed as natural learning experiences. This will help your students learn the language at their own pace, without fear of ridicule.

    4. Foster a growth mindset

    Startups are famous for focusing on growth and believing in improving their products. They see both negative and positive feedback as opportunities to grow. By always seeking to optimize their products and services, they improve the user experience and earn loyalty.

    Similarly, it’s key to foster a growth mindset in your learners. A growth mindset perceives intelligence and ability as attributes to be developed, whereas a fixed mindset sees intelligence and ability as innate and unchanging.

    Students with a growth mindset will therefore believe they can improve, be more motivated and see more progress as a result.

    5. Mentor and support

    Startup founders mentor and support their team members when they face challenges, when they need to grow and when they are not reaching their potential. This increases the value of the workforce and enables them to be more productive.

    Teachers are often already naturals at this. We know how important it is to offer support to our students, especially when they are feeling frustrated or disappointed with their progress. With our encouragement and support, our students can achieve things they never thought possible. So perhaps, in this final point, startup leaders could learn a thing or two from us.

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    Tom Chi is an internet veteran with quite a resumé. His roles have been many and varied – from astrophysical researcher to Fortune 500 consultant and corporate executive, developing new hardware and software products and services.

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    At Google X, Tom was in a unique position – always having to think five, ten or even more years ahead in order to conceptualize and build the technology of the future. As you might imagine, this is far from an easy task; not only do the ideas have to be original, but they have to meet people’s future needs – something that is not easy to predict.

    So, how does Tom and the others at Google X deliver their vision for the future using today's materials and technology?

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    4 career moves for enthusiastic teachers

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    Have you been teaching for a number of years and are looking for ways to challenge yourself and share your experience and passion with others?

    Many would love the opportunity to progress in their careers and try new things but have no idea how to get started.

    So, let's look at several potential jobs for English language teachers, find out what they involve and how you can improve your chances of getting a foot in the door.

    1. Materials Writing

    For those with a passion for writing and an eye for detail, ELT materials development could be for you. While writing can be hard to get into, there are several ways to get involved - especially if you are persistent and build a portfolio.

    Here are some of our top tips for aspiring materials writers:

    • Create your own materials in class and think of ways of adapting the current materials you use for different ages or levels.
    • Share the materials you make with other teachers and get them to give you feedback.
    • Review materials for a publisher. Not only will you start to think more critically, but if you do a good job they might commission you to do some writing for them. One way to discover these opportunities is by signing up for their newsletters or following them on Facebook or .
    • Start a blog and share lesson tips, advice and activities with other teachers. If it becomes popular enough someone from a publisher might spot you and invite you along for an interview.
    • Join the , where you can create an account and publishers can contact you directly if they are interested in your profile.
    • Finally, write as much as possible - and get people to read your work. Listen to their feedback and take steps to constantly improve your output. You get better and faster at it at the same time.

    2. Examining

    If you like teaching exam classes, there's a good chance you'll enjoy examining too. Training to be a speaking examiner is a great way to earn some extra money and can also help you better understand test formats and mark schemes. This will certainly also benefit your students in the future too.

    Specific requirements for examiners vary depending on the exam board. However, as a rule of thumb, you need a lot of experience teaching the level you wish to examine at. Here is an from app outlining the expertise and competencies required to be a PTE General Examiner.

    You can also check out the recruitment sites from , and to get more of an idea if you are eligible.

    Like materials writing, examining can be very competitive, so here is some advice to help you get started:

    • Teach more exam classes. The more variety and levels you do, the more opportunities you'll have.
    • Familiarize yourself with the mark schemes to give you a deeper understanding of how examiners think. Most of this information can be found in teacher handbooks like this one for .
    • Help organize mock exams at your school. This will give you valuable experience examining as well as organizing students and materials.
    • Start as an invigilator for written exams. If you do a good job, it'll show that you are competent and you'll learn more about how exam days are structured.
    • Contact your local exam center and introduce yourself. And who knows? They might even be recruiting.

    3. Academic Management

    Another common career goal for long-term English teachers is to become an Academic Manager or Director of Studies (DoS). A successful DoS assumes many roles; often having to organize teachers' schedules, deal with students' concerns, develop new courses, and find cover (or teach) classes at the last minute. They may also need to help with the school's marketing and business side, too.

    Many academic managers are employed internally, so get involved with what is going on at your school and apply for smaller coordination positions to see if it's something you enjoy.

    You can also try:

    • Offering to help with placement testing of new students. This will help you get to know the type of students at your school and the objectives they have, and also learn more about the levels and courses on offer.
    • Not limiting yourself to teaching one kind of course. If you work at an academy that offers courses for young learners, teens, adults, exam preparation, business etc., try them all. A good DoS should be able to offer advice to all the teachers.
    • Taking a course - most academic managers will be expected to have an advanced TEFL qualification like a DELTA, an MA TESOL or something similar. Specific leadership and management courses are available for those who want to specialize in this area, such as Leadership in ELT.
    • Offering creative ideas or constructive criticism to the current management team about how the school runs and what you think could be even better.
    • Organizing an event for teachers and students to show you are interested and have the type of skills that are needed.
    • Apply for academic management positions in summer schools to give you a taste of what's to come.

    4. Teacher Training

    If you are interested in teaching methodologies and sharing your knowledge with others but not keen on the admin side, then teacher training might be for you.

    As a teacher trainer, you may be required to run workshops on various topics, observe teachers and offer feedback and help with lesson planning. This means it's vital that you can listen to others carefully and clearly explain things.

    Here are some ideas to give you a better chance of finding work as a teacher trainer:

    • Organize informal workshops at your school. Encourage teachers to share ideas that have worked well for them with the rest of the staff.
    • Try team teaching where you and a colleague teach a class together. It's a great way to learn from each other and give your students a new experience.
    • Practice giving feedback by doing peer observations with other teachers.
    • Submit a proposal for a conference to see if you enjoy presenting.
    • Mentor a new teacher at your school.
    • Take an advanced teaching qualification to boost your knowledge.
    • Find teaching work in a school that also run their own initial teaching qualifications like the CELTA or Trinity CertTESOL. If you impress the DoS with your teaching skills - they may recommend you get involved with the teacher training department.

    Where to apply for jobs

    The best place to look for new opportunities is often at the school where you currently work. Start by trying new things and showing an interest in the day-to-day running of the organization. Once you've got the attention of the management it will be easier to negotiate a new position. However, if you work at a small school with fewer chances to grow professionally, think about moving to a new school.

    Other good places to look for new positions include:

    • Linkedin (don't forget to update your profile and ask for recommendations from colleagues)
    • Local teaching Facebook groups