My classroom practice and language teaching pedagogy are informed by my own research, a wide range of research in second language acquisition, and my accumulated teaching experience. The key features of my teaching practice are summarized below.
1. Needs analysis
At the beginning of each course, I conduct a needs analysis to better understand how students perceive English learning, including their perceived competence, perceived usefulness of English, likes and dislikes, and past learning experiences. I also ask students what they would like to do in the course. I then incorporate these insights into the course as much as possible. Through this practice, I aim to enhance students’ perceived value of learning English and personalize lessons according to their needs, interests, and preferences.
2. Cultivation of students’ relatedness
I place strong emphasis on cultivating a classroom environment in which students feel connected to and safe with one another, as well as with me as their instructor. To support this, I regularly create different pairs and groups for various activities and projects, using an online group generator tool. I also make an effort to remember each student’s name and call them by name, regardless of class size. Through these practices, I aim to foster a sense of belonging, psychological safety, and positive peer interaction in the classroom.
