Completed from United Kingdom
I loved the hands‑on approach of the English‑as‑a‑Foreign‑Language course. The video lessons on classroom management were spot‑on, and the role‑play activities let me practice giving feedback to learners of different ages. The e‑book on assessment strategies was clear and full of ready‑to‑use rubrics, which I’ve already applied in my tutoring sessions. The only thing I’d tweak is a bit more focus on digital tools, but overall it gave me the practical skills I needed to boost my confidence as a teacher.
The Enseñanza Del Inglés Como Lengua Extranjera course at Stanmore School of Business exceeded my expectations. The modules on curriculum design helped me create a year‑long syllabus that aligns with CEFR standards, and the practical workshops on phonetics gave me confidence to correct pronunciation in real‑time. I especially appreciated the downloadable lesson‑plan templates, which saved me hours of preparation. Since completing the program, I have successfully implemented a blended‑learning model in my classroom, resulting in a 20% increase in student engagement. Overall, the course material was current, the instructors were knowledgeable, and the learning experience was both rigorous and rewarding.
Wow! This course was exactly what I needed to launch my career in TESOL. The segment on “Task‑Based Language Teaching” gave me concrete lesson ideas—like the market‑simulation activity that I now use every week. The interactive webinars with native‑speaker instructors were super engaging, and the resource pack on cultural nuances helped me tailor my lessons for Indian students. After finishing, I passed the CELTA exam on my first try and have already been hired by an international language school. I’m thrilled with the quality and relevance of the materials!
The detailed structure of the Enseñanza Del Inglés Como Lengua Extranjera program stood out to me. Each week began with a theoretical overview—such as the sociolinguistic chapter on learner identity—followed by practical assignments like designing a diagnostic test. The case studies from South African classrooms were particularly relevant, and the peer‑review forum allowed me to refine my teaching scripts. I walked away with a solid grasp of lesson‑planning cycles, classroom interaction techniques, and assessment design, which I’ve already applied in my community language centre. The course was thorough, though a few more live Q&A sessions would have been welcome.
