Uzbekistan state world languages university second english faculty

Learner-content interaction

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  Learners can interact with the course content in multiple ways (for example, through multimedia, activities, assignments, self-assessments, projects, etc.)
  

1. Learner-instructor interaction

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  Learners-instructor interaction takes place in multiple forms through various communication channels (for example, through introductions in a bulletin board, the creation of participant profiles, feedback, office hours, etc.)
  
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  Instructor interacts with students individually and as a group
  
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  Instructor’s interaction with the whole class is frequent (at least once a week) throughout the duration of the course (for example, through a course announcement, generalized feedback on activities or assignments, etc.).
  

1. Learner-learner interaction

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  Opportunities are created for learners to interact with other learners (for example, through peer-evaluation, games, competitions, discussions, presentations, etc.)
  

1. Learner-Community-of-practice interaction

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  Learners are exposed to relevant communities of practice (for example, course includes resources related to those communities of practice, such as links to relevant sites or organizations)
  
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  Learners have opportunities to interact with the community of practice (for example, through guest speakers/lecturers, simulations, course activities, etc.)
  

Interactive education is also highly prized in English classrooms, including those with a focus on grammar, writing, and literature. Below are some techniques frequently used by English teachers.

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  Brainstorming Groups: Students can gather together with a group of peers to brainstorm ideas for essay or paragraph writing. This can be done in small groups or as a large group with the teacher facilitating. Oftentimes it is helpful to give students an opportunity to brainstorm on their own before they face the pressure of sharing ideas with a class.
  
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  Peer Review: Peer review is the process by which students review the work of their peers in an effort to help each other improve their writing. Students work best when they are expected to answer specific questions and provide meaningful feedback.
  
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  Literature Discussions: Instead of merely lecturing students about works of literature and telling students what they should believe, many teachers engage students in discussions about the work, prompting students ever deeper into analysis. These discussions can be done in small groups, with partners, or as a large group. Giving students specific outcomes that are expected of them can help keep the discussions productive.
  
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  Computer Games: As with math, there are numerous computer programs out there and applications that students can use to improve their grammar skills.
  

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