The correlation between language teaching techniques and the conceptual

framework of the language teaching technique among Saudi Arabian English

language learners shifts the paradigm of the teachers role. Krashens hypotheses
are still valuable guiding principles to the complex choices teachers make in the
classroom. (Gulzar, 2014)
The affective filter of 15 adult learners who took an online foreign language class
from schools in the United States were studied and found that as the students
became frustrated it prevented them from accomplishing the objectives of the
lesson. To offset this imbalance to cognition there should be increased synchronous
interaction between the students, increased humor, and more learning styles
explored. (Chametzky, 2013)
Arizona should use more alternate modes of instruction and make sure English
Language Learners receive support from their English proficient peers to increase
success in high school through understanding the complex academic language
standards used in the classroom. (Rios-Aguilar, 2012)
Adding more features to help teachers respond to student contributions, reflective
prompts for the teacher to consider how their instructional choices impact students,
and successful principals to respond to students during instruction are good
complements to the SIOP model. (Daniel, 2015)
The Total Physical Response method was observed with young learners in Oman and
found that simulating real-life English Language learning situations was an effective
curriculum to yield results in the context area. (Harrasi, 2014)

Summary:
The website flows from top to bottom with each title associated with an article listed
above, cited, and attached to the bottom of the webpage. Each title and text box
section references an article that is associated with the five lessons so far in this
course.
References
Chametzky, B. (2013). Offsetting the Affective Filter: A Classic Grounded Theory
Study of Post-Secondary Online Foreign Language Learners. (Disseration), NA.
Daniel, S. M. (2015). Shifting Attention Back to Students within the Sheltered
Instruction Observation Protocol. TESOL Quarterly: A Journal for Teachers of
English to Speakers of Other Languages and of Standard English as a Second
Dialec, 169-187.
Gulzar, M. (2014). Utility of Krashen's Five Hypotheses in the Saudi Context of
Foreign Language Acquisition/Learning. English Language Teaching, 134-138.
Harrasi, K. A. (2014). Using "Total Physical Response" with Young Learners in Oman.
Childhood Education, 36-42.
Rios-Aguilar, C. (2012). A Study of Arizona's Teachers of English Language Learners.
Teachers College Record, 33.