Prologue

Teaching English to learners of English as a foreign language has always posed a challenge. Educators constantly search for better strategies to enhance motivational levels and improve class performances to change the learning curve. Is there a standard solution to learning prob- produce results? Students ought to engage in the learning process in such a way that they feel involved and take it in steps. The four skills of reading, writing, listening and speaking play a major role as learning tools diverse ways to acquire language and express learning. Technology can be utilized as one of the powerful tools to acquire and express learning. Furthermore, collaborative approaches that use technology bring a big -

The purpose of this book is to take an initiative and explore varying pedagogical approaches in teaching skills to English language learners. The contributors of this book have tried to approach the task of lan- ered instrumental in not only teaching students how to write but also in providing them with valuable feedback. Technology plays a crucial role at this step supporting learners in allowing them to use varying forms of simple technology in the acquisition and expression of learning. The book asks the reader to look outside the box and reconsider the methods we employ as teachers in English language classes. Unconventional forms of technology like WhatsApp and other messenger tools can be very useful and user-friendly when it comes to self-learning.

Universities play a crucial role in setting precedents and standards in the world of language teaching as they provide active playgrounds for innovation and knowledge reform. University of Casa Grande has always supported and acknowledged the need for constant reform the University of Casa Grande to contribute actively to English language learning for EFL learners. The contributions come from across insights and visions for a better and more supportive language learning environment. tool for better listening skills. Students can improve their listening skills by using these appropriate techniques. The choice and selection of instructional resources are extremely crucial for pre-service teachers, depending on the context and nature of the participants, as stressed in chapter four. The use of WhatsApp for enhancing oral accuracy can be expression for learning. Chapter two further focuses on using mobile technology for peer feedback on speaking practices. With the limited availability of resources mobile learning paves the way for self-assessment besides peer feedback, so crucial for language learning.

Chapter nine discusses and advocates the use of Google docs to support a better writing environment. Collaboration through Google docs has been encouraged, as learners process writing with a group learning approach both synchronously and asynchronously. Synchronous collaboration promotes peer review, thus providing written feedformat ensures coherence in writing and promotes better brainstorming of ideas much needed for essay writing. Chapter six stresses on reading skills and better comprehension skills among EFL readers. Ingood reading skills among English learners.

The organizers at University of Casa Grande would like to thank the contributors of this book for their valuable contributions. This book was conceivable due to their innovative and creative pedagogical approaches to English language teaching. The University expresses gratlanguage teaching into a continuous process of change and dynamism.