Methods and Techniques in Online English Language Teaching Minela Kerla1 and Sead Zolota2 Abstract

Task-based instruction
As with content-based instruction, a task-based approach aims to provide learners with a natural context for language use (Larsen-Freeman, D., 2000 p. 144).As Candlin and Murphy (1987:1 – see Larsen-Freeman, D., 2000 p. 144) note, „The central purpose we are concerned with is language learning, and tasks present this in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge.“ Principles,which are used with this method are the following: the class activities have a perceived purpose and a clear outcome, the teacher breaks down into smaller steps the logical thinking process necessary to complete the task, andthe teacher needs to seek ways of knowing how involved the students are in the process, so he can make adjustments in light of the learners' perceptions of relevance and their readiness to learn (Larsen-Freeman, D., 2000 p. 146-148).
Discussion
Online education and instruction, as a concept, relies on traditional teaching because the existing pedagogical principles used in traditional model classroom have adapted into an online medium. In order to get to online education, it is essential that: someone has a need to learn, access to a platform, appropriate communication systems, technological infrastructure, and standards. This tool is intended for help in education and professional development in many different ways because it must support social, economic, and political policy, that are concerned with the organization, the country. In this paper, we introduce basic principles of education, which serve as a starting point in online education and single out Boettcher and Conrad's online education principles: be present on platforms engaged in education; create stimulating environment for the online community; give clear and concise requirements among the students/teachers, such as: 1) how you will communicate? 2) how much time you will spend teaching every day?; use different groups: more people, in pair, individual lectures; use synchronous and asynchronous activities; during the course – around the 3rd week, ask informally „How is it going?“ and „Do you have any suggestions?“; prepare questions for discussions (quick one-liner advice); focus on the content of the resources,applications, links on actual events and examples, easily accessed by student/teacher; adapt contents to student's/teacher's needs; plan a course graduation ceremony activities.