Completed from United Kingdom
What a brilliant course! 『外国語としての英語教師養成』 at Stanmore gave me the spark I needed to become an engaging EFL teacher. I especially loved the sessions on integrating digital tools – I can now run interactive vocabulary quizzes on Kahoot! and have students record their speaking practice using Flipgrid. The course pack was packed with real‑world examples, from authentic texts to sample lesson plans, which made the theory feel instantly relevant. My confidence has skyrocketed, and I’m already seeing my students respond more positively in lessons.
The 『外国語としての英語教師養成』 program at Stanmore School of Business exceeded my professional expectations. The curriculum was precisely aligned with my goal of designing effective EFL lesson plans for adult learners. I especially benefited from the module on assessment design, where I learned to create rubrics that map directly to CEFR standards. The course materials—including the up‑to‑date textbooks and video case studies—were of high quality and immediately applicable in my classroom. Overall, the learning experience was rigorous yet supportive, and I feel fully equipped to lead teacher‑training workshops now.
I loved the relaxed vibe of the 『外国語としての英語教師養成』 course. It helped me finally nail down how to adapt English teaching resources for my mixed‑level class. The practical workshops where we role‑played a lesson were super useful—I walked away with a ready‑to‑use activity pack for teaching idioms. The PDFs and the online forum were clear and easy to follow, which made studying from home a breeze. All in all, I’m happy with what I learned and feel more confident stepping into the classroom.
The 『外国語としての英語教師養成』 course offered a thorough and systematic approach to teaching English as a foreign language. Each module was detailed: the first week covered language acquisition theories, the second week focused on curriculum design aligned with CEFR levels, and the third week provided hands‑on practice with classroom management techniques. I particularly appreciated the reflective journal assignments, which helped me internalise concepts such as scaffolding and corrective feedback. The reading list, featuring both Japanese and international scholars, was highly relevant and up‑to‑date. Overall, the program deepened my pedagogical knowledge and equipped me with concrete strategies for my upcoming teaching practicum.
