COMPARATIVE CHART ON EFL LEARNING RESOURCES

RESOURCES
THE BOARD

VISUALS

WHAT

WHY

HOW

1. It is a piece of furniture.
2. It could be white, black
or green.

1. Because they can be used

from the two perspectives:
teacher-centered and
student-centered.
2. Because it can be found in
practically any classroom.

In order to make good use of a board

it is suggested to:

1. The oldest form

classroom aid.
2. They are real objects
and pictures and
photographs.(realia)

1. It is valuable to teach
vocabulary and to prompt
oral and written
interactions.
2. To arouse interest and
concentration, activate
schemata, illustrate new
vocabulary, create a need
for new language, set the
scene for a story and
stimulate discussion.

1. Divide it into sections; be relevant,

orderly, eligible, accurate and
concise; highlight relevant
information, stick, and project and
draw on it.
2. Use colors, attach pictures and
diagrams, adjust the size of your
writing, write specific vocabulary,
enhance board use by students
after activities, enhance spelling,
clarify what should be copied from
the board by students, make
summaries, and always clean the
board after use.
Some ways to use visuals:
1. Follow instructions, guess the
objects, classify objects, play
odd one out or find
someone who games,
flashcards and charts and
posters.
2. Make them big, avoid
ambiguity, make sure all
students have visual contact,
stick them temporarily or
permanently as needed.

Designed by Cardona, D., Rios, P., & Salazar, J. (2015) Language Learning Resources (Module), Masters in Didactics or English,
Universidad de Caldas

COMPARATIVE CHART ON EFL LEARNING RESOURCES

VIDEOS AND CAMARAS

1.They are very popular

with students. They add
variety to classes.
2. The most important
characteristic of videos is
the ability to present
communicative situations in
a complete way.

1. Because the students can

see as well as hear what is
being said. Video is much
easier to understand, the facial
expressions, the gestures and
the physical background, all of
them give additional
information.
2. They provide language
within a natural context. They
are similar to those offered by
audio tapes, but enhance by
images.

1. Exactly the same rules applied as

cassette recorder. However, the leads
connecting the parts of a video
system are slightly more complex so
there is essential that these are
checked beforehand. It is very
important to know the particular chine
you are using.
2. Video recording must be suitable
for the students' age level and
interests. Teachers must be familiar to
the use of the appliances: TV, video
payer and video camera. Short and
clear instructions must be given to
students so that they are carried out
and aims achieve.

Reference 1:
Gower, R., Walters, S., & Phillips, D. (2005). Teaching Practice: A Handbook for Teachers in Training (pp. 65-82). Oxford:
Macmillan education.

Reference 2:
Trujillo, F., Torrecillsa, J., & Salvadores, C. (2004). Materials and resources for ELT. In D. Madrid & N. McLaren (Eds) TEFL
in Primary Education (pp. 310-339). Granada: Editorial Universidad de Granada.

Designed by Cardona, D., Rios, P., & Salazar, J. (2015) Language Learning Resources (Module), Masters in Didactics or English,
Universidad de Caldas