Author(s)

Qi Jiang ¹

Affiliation(s)

¹ Faculty of Languages and Linguistics, Universiti Malaya, Kuala Lumpur, Malaysia

Corresponding Author

Qi Jiang

ABSTRACT

This research explores the implementation of the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary/Closure) model in the design and practice of an Intensive Reading course for English as a Second Language (ESL) learners. The study digs into the strategic integration of each BOPPPS element to enhance the effectiveness of classroom instruction. Through a comprehensive examination of the model's application, the paper aims to provide insights into creating an engaging and outcome-oriented learning environment for ESL students, fostering improved language acquisition and comprehension skills. By providing an example of intensive reading, this paper also aim to provide the new teachers some experience to achieve the purpose of improving English Language Teaching.

KEYWORDS

ESL Teaching Class, BOPPPS Model, Teaching Plan, Intensive Reading

CITE THIS PAPER

Qi Jiang, Efficient Classroom: English Teaching Design and Practice of Intensive Reading Course Based on BOPPPS Model in ESL Class. Curriculum and Teaching Methodology (2023) Vol. 6: 127-133. DOI: http://dx.doi.org/10.23977/curtm.2023.062220.

REFERENCES

[1] Foxe, J. P., Frake-Mistak, M., & Popovic, C. (2016). The Instructional Skills Workshop: A Missed Opportunity in the UK? Innovations in Education and Teaching International, 11, 135-142. https://doi.org/10. 1080/14703297. 2016.1257949.
[2] Pattison, P., & Russell, D. (2006). Instruction Skills Workshop Handbook for Participants. The Instruction Skills Workshop International Advisory Committee.
[3] Giustini, D. (2009). Utilizing Learning Theories in the Digital Age: From Theory to Practice. Journal of the Canadian Health Libraries Association, 30, 19-25. https://doi.org/10.5596/c09-006
[4] Wunderlich, I. (2015). Bridge-Ins: About Building Bridges at the Beginning of a Language Lesson. UPED. https://bora.uib.no/bora-xmlui/handle/1956/11711
[5] Chen, S. (2012). Participatory Teaching. Higher Education Press.
[6] Wei, W., Bai, H., Liu, W., & Jiang, N. (2018). Research on the Teaching Mode of C Language Course Based on the Combination of BOPPPS Model and Flipped Classroom. Education and Teaching Forum, 10, 132-133.
[7] Ağırman, N., & Ercoşkun, M. H. (2022). History of the flipped classroom model and uses of the flipped classroom concept. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 12(1), 71–88. https://doi.org/10. 31704/ijocis. 2022.004.
[8] Ellwood, R., & Abrams, E. (2017). Student’s social interaction in inquiry-based science education: How experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13(2), 395–427. https://doi.org/10.1007/s11422-016-9769-x.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education