Completed from United Kingdom
I signed up for the ‘外国語としての英語教学’ course hoping it would give me some practical tools for my part‑time tutoring job, and it definitely delivered. The lessons on pronunciation drills were especially useful – I now use the IPA charts they provided to help students nail tricky vowel sounds. The course materials were well‑structured; the downloadable worksheets were ready to use straight away. My only gripe was that the discussion forums could be a bit quieter, but overall the learning experience was solid and I feel better equipped to help my learners improve their spoken English.
The ‘外国語としての英語教学’ course at Stanmore School of Business was exactly what I needed to reach my goal of designing curriculum for ESL learners. The modules on task‑based language teaching gave me concrete strategies I could apply immediately, such as the "information gap" activity we practiced in week three. The reading packets were up‑to‑date with recent research from the British Council, and the video lectures were clear and professionally produced. I left the course confident enough to lead a workshop for my school district, and the feedback from participants has been overwhelmingly positive. Highly recommend for anyone serious about English teaching.
Wow! This course blew me away with its depth and energy. I wanted to switch from teaching Japanese to teaching English as a foreign language, and the ‘外国語としての英語教学’ program gave me the exact roadmap. The practical lesson‑planning labs, where we created a whole unit on “Sustainable Development” and then role‑played it, were fantastic. The e‑book on intercultural communication was packed with real‑world examples that I could instantly share with my future students. After finishing, I passed the CELTA exam on my first try and landed a teaching position at an international school. The whole journey was inspiring and super supportive.
The ‘外国語としての英語教学’ course offered a detailed exploration of pedagogical theory and its classroom application. My primary aim was to develop assessment tools for my adult learners, and the segment on formative feedback equipped me with a rubric template that I now use weekly. The course pack included scholarly articles from journals such as TESOL Quarterly, which added academic rigor, while the case studies from Asian and European contexts broadened my perspective. The instructors responded promptly to queries, and the final capstone project—designing a blended‑learning module—allowed me to showcase everything I learned. I’m satisfied with the outcome and plan to recommend the program to colleagues.
