Q: Currently, you are teaching twoEnglish Language classes(Upper-Intermediate andPre-Intermediate). Among theseclasses, which subject and whichaspect of that subject do you planto create a lesson that is

2.
3.

The importance of “why”Creating a class “map”Engaging with feedbackfrom studentsIt’ s important to remember thatone aspect of the language, but rathertrain the students in all language skills:i.e., reading, writing, vocabulary,grammar, speaking, and listening.

Therefore, as a language professor,there is a lot to prepare for in terms ofwhere we are currently, and where wesure that the students can follow thebe visualized in the form of a schedule.

class content, but the key is to make1.

making lesson plans corresponding toEnglish classes don’ t only focus onPre-Intermediate classes, I focus on how:challenge. My main efforts go intoA: In my opinion, all English classeslevel of the students. To prepare for3 TipsIntermediate class, I focus more on thefor the most?

prepare for, but the real difference is theFaculty: Center for Language EducationSubjects: Pre-Intermediate English and Upper-Intermediate English.

the students. For the Upperthe English abilities of the students.

take the same amount of effort toSAUNDERS Matteasy-to-understand yet challenging forlesson.

Q: In your classes, what do you do inorder to increase the quality ofare heading in the future. The map canIt includes the overall course contentalong with a daily class agenda andgoals, which allow students to look backstudents’ learning?

on what they have learned in the courseA: In terms of the quality of education,them to see what they are currentlystudents need to have a “map” for theclass. This “map” signi�ies the past,present, and future of the class, as inwhere we have been as a class,and review by themselves. It also allowsworking on as well as what they shouldlook forward to in the course. This maphelps construct the overall goal of theclass and each lesson, and enablesstudents to position themselves in thewho begin the course with a negativeand set individual goals for future.

me, have a lack of motivation toclass reviewing what we have coveredof what we should accomplish now, andeducation needs to be high, and on themap to check how far they have comeoutlook? Some students, includingTherefore, I spend quite a bit of time inattend compulsory language classes -If they don’ t know the “why,” studentsQ: What about students who beginit’ s important for students to settheir motivation dwindles downdoing this reading?” rather than simplystudents’ motivation for learning?

am learning English so I can workdistinguishing between “busy work” andtend to lose their motivation. Therefore,the course with high motivation, butmid-semester? How do you maintainwhat do you do in this case?

short-term goals, such as: “Why am Iin previous classes, followed by the coreA: On the one hand, the quality ofmaking broader statements such as: “IA: I think that students are good atthen looking ahead as a preview to whatother hand, the motivation of theabroad.” Setting short-term goals and“useful work.” In my classes, I make sureis coming.

Q: In your classes, what do you do toincrease students’ motivation forlearning, especially for students whostudents also needs to be high.

Therefore, for the students to maintaintheir motivation, it is important forthem to follow the map and to knowpositioning oneself in the class map arekey factors in maintaining studentmotivation.

why they are doing what they are doing.

like busywork, but rather provides newchallenges for the students. Repetitivework or “busy work” can become acatalyst for students to lose motivation.
It is important to show the value of eachA: I personally believe that languageshow students that we are in thiscommunication. Zoom may be one waypart of the course. It is also important totogether, and receiving studentfeedback also helps me to improve thelesson plan.

Q: This year, classes have been heldonline from the Spring Semester.
What sorts of changes have you madefor your online classes? Also, whichformat do you prefer more, online or↑ Professor Sanders and his class mapthe work I give to students doesn’ t feelin person?

classes are largely based onto facilitate communication over longdistances, but it cannot replace thecontact you would have in a classroom,especially for language classes. In myclass, I like to check my surroundings tosee how the students are reacting to thelesson. Seeing their expressions hints atthe students catching what is beingtaught. However, on Zoom, it is very

dif�icult to monitor students’ faces andexpressions as not everyone has theirexpressions as not everyone has theirThe main difference between my onlineinformation.

their faces. This feature makes it trickytheir faces. This feature makes it trickydidn’ t rely on PowerPoint slides for myQ: When improving the contents oftwo slides showing the outline for theyou take towards improvement?

Zoom, I need a PowerPoint for everyEnglish Program, so I get thevideo on or the video is not centered onto get automatic feedback from thestudents, and I therefore preferon-campus classes in terms of propercommunication and feedback. However,Zoom classes have also opened doors tonew technology, such as online gameswhich wouldn’ t have been possible inon-campus classes but are easilyaccessible during Zoom classes,especially in the breakout rooms.

video on or the video is not centered onto get automatic feedback from thestudents, and I therefore preferon-campus classes in terms of propercommunication and feedback. However,Zoom classes have also opened doors tonew technology, such as online gameswhich wouldn’ t have been possible inon-campus classes but are easilyaccessible during Zoom classes,especially in the breakout rooms.

classes and on-campus classes is that Ion-campus classes. I might have one oryour classes, what kinds of steps doclass during on-campus classes. But onA: I am one of the coordinators of ourclass, partly for my own notes and moreopportunity to listen to input from otherimportantly to show the students whatwe are doing in class. Therefore, themost important thing during the “ZoomSemester” has been to take things slowso that the students don’ t miss crucialprofessors which helps us developmaterials to share. So the feedback I getfrom teachers as well as students aresome of the steps I take when improvingthe contents of my classes. Duringon-campus classes, I used an applicationcalled Socrative for quick feedback fromstudents every other class.

Socrative is a free application whichincludes educational activities, quizzes,and reporting. The reporting functionincludes reviewing students’understanding of the class lessons. Thisvisualize the student’ s understandingmultiple choice options to convey howlesson planning. Also, the commentapplication provides students with↑Professor Saunders with his students during on-campus classes↑ Socrative: free multipurpose application for educationalactivity and feedbackthey feel about the lesson and providetheir feedback towards the lesson.

Socrative enables the instructor toin order to determine the next step insection on the survey is very useful, asstudents make comments such as: “Thispart was dif�icult but useful.”Q: What do you expect from thestudents who take your classes?

participation or using high-levelA: The �irst thing that I expect from mystudents, simply a willingness to talk orstudents is that they are respectful totheir classmates. If they are respectful,students will worry less about makingmistakes and start speaking Englishwith their classmates even if it isunnatural for them. I also want mystudents to show me their best effort,whether their level is very high or verylow. For high-level students, they mayshow their best effort through activeQ: Since your �irst semester in APU,how has your teaching methodsvocabulary or grammar. For lower-levelpay attention in class is very important,and I realize that each student's best isindividual.

The other thing that I expect from mystudents is to seek help, whether fromme, their fellow classmates, or going toSALC. APU has provided severalresources on campus for students toseek help and receive opportunities topractice English.

For the bigger picture, it is importantAt APU there are many professors who put together wonderfulclasses, and if we could get to know how these classes are planned, itskills in all of the areas little by little.

would contribute to the improvement of other professorsʼ classes.

trial-and-error method was that if Iabout class planning. These articles have been entitled [Q],respect for the curriculum tended toclasses, answering [Q]uestions to increase quality, and forming alose the connection between the gamethese articles could contribute to the [Q]uest of APU professorsʼ classA: My �irst semester was in 2008. Onethat students improve their languageconcerned with getting students “overthe line,” as in doing whatever I could toget students to receive 60% or higher orhave them submit essays and completeassignments, but it didn’ t take long forme to realize that the journey mattersmore than the destination, and each andenvironment.

What is [Q]?

changed?

that semester was that I was moreThis was my �irst-time interviewing a professor. Although I haven’ tpersonally participated in Professor Saunders’ classes, as an English TA inmy �irst semester I had the opportunity to observe an Upper IntermediateEnglish class, and, like many other language classes in APU, the class wasvery well-structured with an active learning environment. After thisinterview with Professor Saunders, I realized how much work and effort isneeded from both the professor and student to create such an environmentfor the class. For example, I remember the learning applications “Kahoot”and “Quizlet” being really popular among the students, so professors beingopen and engaging with new technology, as well as students beingreceptive to it, are some of the efforts which contribute to thisevery part of the journey is critical forstudents to reach their �inal destination.

thing which jumps out right away fromInterviewer ImpressionsAlso, another thing I learned from theFor that purpose, we have begun doing interviews in order to learnplayed too many games, students’comprising a variety of meanings such as: increasing the [Q]uality ofdwindle a little. Sometimes students[Q]ueue, or line, of class improvements. We would be very happy ifand the actual course work. Therefore,quality improvement.

in the case of games, less is more.