Tools to teach English as a second language (ESL)are providing a great service to the students. Learning and teaching ESL cannot be confined only to a classroom. 

The following URL should be useful.

http://mastersinesl.com/leading-sources/

Challenges in terms of motivation and first language interference.

Dear Malini, 

At our Center for instructional psychology and technology (CIP & T) at Leuven university, we (Xiaoli Wu, Lowyck Joost, Sercu Lies, Elen Jan) did some work on a specific aspect of EFL or ESL at the university level.  This is, evidently, not covering EFL complexity. However, we claim that it is necessary to (1) detect loading variables, (2) study relevant frameworks or theories and (3) use descriptive knowledge to design powerful learning environments.

This is documented in the following publications:

1.       The aim was to examine the relationship among task complexity, self-efficacy beliefs, domain-related prior knowledge, learning strategy use, and task performance as they were applied to English vocabulary learning from reading tasks. Participants were 120 second-year university students (mean age 21) from a Chinese university. See:

http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.2011.02061.x/abstract;jsessionid=8B0B30488FC28C5CA555D1BF2B4DD3D9.f02t03?userIsAuthenticated=false&deniedAccessCustomisedMessage=

2.       The present study aimed for better understanding of the interactions between task complexity and students’ self-efficacy beliefs and students’ use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a university in China. The participants were 78 second-year university students (mean age = 20.9 years). 

http://link.springer.com/article/10.1007/s10984-012-9098-2#/page-1

3.     The study aimed to assess task complexity and sequence in relation to the learner related variables drawn from the social cognitive perspective of self-regulated learning, i.e. self-efficacy beliefs and frequency of learning strategy use, as they were applied to two versions of vocabulary learning from reading tasks. 

http://link.springer.com/article/10.1007/s10212-012-0113-x

 Have fun!

Dear Joost,

Thank you very much for your brilliant pointers ! Appreciate it.

Cheers!

Hi Malini

Thank you for being specific to some extent. I think, there are many strategies to keep learners motivated. For example, good planning, management (through experiential learning), learner focus, use of real life tasks and activities, instant feedback and continuous evaluation. To minimize first language interference we have to be patient and a good planner. For more details you may like to visit my postings on Benchmarking in TESOL. I hope it helps!

Dear Malini,

I have conducted a case study on  ‘How to Change Students’ Perception of Classroom EFL Learning.’ The study was published last year ( see link below). The study describes basic classroom practices that would change and reshape EFL learners’ perception of language learning at university level.  Its ultimate objective is to gear teachers to get rid of classroom practices and help learners overcome challenges that hinder EFL learning at university.

I hope you will find it helpful.

The article’s link is :

http://www.awej.org/index.php?com_content&view=article&id=623:adnan-i-abu-ayyash&catid=54&Itemid=167

Thank you very much Adnan.

Changes in technology and generation-specific factors are challenging factors in teaching young adults at university level. However, digital and visual literacy can really enhance students' willingness to participate and increase their English language proficiency provided these are addressing their need of safety, identity and creativity. Adolescents are characterized by waves of moodiness which clearly affect their perceptions related to language learning, especially if this is only a means to a purpose, that is taking English courses in order to acquire an acceptable level of proficiency to deal with their majors when taught in the respective language.I would suggest you read a very good article in this respect written by a Spanish researcher, Carmen Fonseca Mora. I hope this will take you a step further in your inquiry!

Dear Malini,

    This paper can be useful for you https://www.researchgate.net/publication/286625219_THE_PROCESS_OF_GLOBALIZATION_AND_ITS_EFFECT_ON_THE_TEACHING_OF_FOREIGN_LANGUAGES_AT_THE_INSTITUTIONS_OF_HIGHER_EDUCATION_ON_THE_EXAMPLE_OF_IVANE_JAVAKHISHVILI_TBILISI_STATE_UNIVERSITY_GEORGIA?ev=prf_pub

Article THE PROCESS OF GLOBALIZATION AND ITS EFFECT ON THE TEACHING ...

https://www.researchgate.net/publication/287205749_Methodologies_of_Teaching_Foreign_Languages_at_the_Higher_Education_Institutions_on_the_basis_of_comparative_analysis_of_methodologies_used_at_Ivane_Javakhishvili_Tbilisi_State_University_Georgia_and_

Conference Paper Methodologies of Teaching Foreign Languages at the Higher Ed...

https://www.researchgate.net/publication/286624705_FOR_THE_IMPROVEMENT_OF_TEACHING_FOREIGN_LANGUAGES_ON_THE_UNDERGRADUATE_LEVEL_ON_THE_EXAMPLE_OF_THE_REFORMS_CARRIED_OUT_AT_THE_FACULTY_OF_HUMANITIES_OF_IVANE_JAVAKHISHVILI_TBILISI_STATE_UNIVERSITY_GEOR

Article FOR THE IMPROVEMENT OF TEACHING FOREIGN LANGUAGES ON THE UND...

The recent techniques of social media (e.g. What's app. & Facebook) can serve as an effective way for improving, indirectly as well as intentionally, FEL/ESL learners' language skills and aspects.

Set up international groupings/consortia of universities which, among other things will facilitate student exchanges (and credit transfer). Once students are able to spend a semester or more in a university outside their own country - where both communication with fellow-students and lectures/seminars will be in English - their competence will improve considerably. See work on 'the year abroad' by James A. Coleman.

This is a very interesting question, even though it is a bit too broad, as it depends on the kinds of challenges. I find it useful to use needs analysis as the courses begin because different studentes may experience different problems also in terms of time to achieve a specific learning goal. Needs analysis are always useful in class in my teaching experience. 

Students can also be invited to use tools such as portfolios, (see European portfolios as an example) to document their learning goals, achievements, troubles, etc. Motivation is fundamental for each level, but this is particularly true especially at a university level. 

Furthermore, if the number of students is not too big, you can consider customised programs for your students incorporating tailor-made advice, so that they can feel they're being treated as individuals and not "numbers". Sometimes these details can really make a big difference!

Could you elaborate ESP please. Thanks1

Dear Malini,

Thanks for raising such a question! But, I wonder what u mean exactly by the term challenges in ESL or EFL. Would u elaborate on the term so that we can have a fine-grained discussion regarding the issue. What kinds of challenges do you mean?

Looking forward to hearing from you.

Best