English Teachers Assess Instructional Methods Supporting Knowledge Processes

Andreas Zendler


Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.

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DOI: https://doi.org/10.5296/ijele.v6i1.12580


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Copyright (c) 2017 Andreas Zendler

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International Journal of English Language Education    E-mail: ijele@macrothink.org    Copyright © Macrothink Institute    ISSN 2325-0887

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