Conclusions+AMES+Team

= = =**//What can you conclude are the ways in which ESL learners learn and become engaged in learning?//**=

Generally the main motivation is acquiring language that is useful, that is language that relates to their life goals. This varies from student to student. Some students want to be able to converse with neighbours, shop and carry out tasks related to owning and driving a car; others want to be able to be able to do all this and successfully practice their profession (such as medicine, research, engineering). Some students have the time and energy to follow up classwork at home or on line, practicing, practicing, practicing. Others (often due to child care and household duties) can spend little or no time out of class reviewing the work and building their vocabulary. Students who are immersed in a comprehensible English language environment outside of the classroom where they can comfortably ask questions and not be ridiculed for errors make more rapid progress and have more confidence.
 * Motivation and learning needs**

Students need to be able to practice all 4 competencies (Speaking, Listening, Reading, Writing) and, as when learning music, focus on and keep practicing the competencies in which they are the least skilled. Students need constant positive reinforcement as learning a language is really hard .. and boring. A safe learning environment that offers comprehensible input and tasks that are small, not insurmountable skill stretch is critical. Teachers need to organise learning tasks that involve all learning styles and are of direct interest to their learners. Teachers really have to get to know each learner and keep that knowledge current as the process of language learning is far from linear. Teachers need to ensure that material is of interest to their learners and is at the right level of language complexity.
 * Practice, practice, practice**


 * Students like:** working in groups, being able to participate at their own pace, material that they are interested in, being acknowledged for their hard work, a sense of humour, to know their teacher, knowing in advance what is expected of them (the plan for the day, reminders about assessment tasks, rubrics for assessment tasks, how excursions are being organised, what will happen in the classroom, on excursion), one on one feedback - face to face and in writing, their teacher to be aware of and respect their cultural background, learning how to learn.

Problem solving: "how can I create a learning activity that will achieve x outcomes for these learners" is very challenging but AMES is extremely well resourced and there are many examples of learning activities and lots of high quality support materials. Students have unlimited access to computers and the great range of on line learning resources. Motivated students have a great many options to choose from to enhance their learning. All schools should have this level of functioning, high quality, current resources!
 * We suggest that learning a language makes the processes of learning very transparent.** This is particularly noticeable working with different levels of learners - beginners, intermediate, advanced and where students have a "jagged profile" - different levels of language competency in reading, writing, speaking and listening. It is a great way to develop listening and observation skills and to become very conscious of how you interact, model and use language. This awareness supports your work with other learners.