Chapter 37 - Engage-Study-Activate with Adult LearnerS    

Cynthia Rolón Cañete

Ignacio Giménez Núñez

DOI: https://doi.org/10.47133/tegc_ch37  

ABSTRACT

When adults enroll in an English class, they usually do so with a high level of motivation. Yet despite their positive intentions, adult students can sometimes seem bored or disinterested. In such cases, we might try to keep adult learners interested in a specific lesson by replacing its repetitive parts with other activities. However, such on-the-spot adjustments do not usually produce desired results. Instead, we can proactively meet the needs of our adult learners by using the Engage-Study-Activate (ESA) framework to design our lessons. With its inherent structure to create different types of lessons, ESA can help adult students keep focused on learning and, by doing so, helps us meet our lesson objectives. In this chapter, you will learn about the different stages in ESA and explore how these stages can be realigned to better meet your learners’ needs. You will also learn how to effectively implement ESA when teaching adult learners. 

Keywords: engage-study-activate, adult language learners, learners’ needs, motivation

How to cite this chapter: 

Rolón Cañete, C. & Giménez Núñez, I. (2023). Engage-Study-Activate With Adult Learners. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 443-451). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch37

INTRODUCTION

Effective planning and preparing are of utmost importance in creating productive learning opportunities for students learning English as an additional language. One way you can plan and prepare meaningful English lessons for your students, especially if they are adults, is by using the Engage-Study-Activate (ESA) framework (Harmer, 2007). Each letter in the acronym (ESA) represents a different stage in this framework. These three stages can be easily re-arranged based on what you consider to be most important for a specific lesson. By re-arranging these stages, you can also maintain your students’ interest and, thus, reinforce their learning. These three ESA stages are as follows:

This chapter will help you use this ESA framework when designing and delivering English lessons for adult learners. By learning to implement these three ESA stages, you can better meet your teaching objectives and your students’ academic needs (Harmer, 2007). Your ESA lessons can also serve in keeping most students eager to learn and motivated to learn more.   

BACKGROUND

Although our chapter focuses primarily on supporting adults in learning a second language, we find it useful to examine how children might learn second languages differently from adults (Lightbown & Spada, 2021). When in positive supportive environments, young children can usually acquire a new language by using it without conscious effort (Krashen, 1981). However, adult learners have life experiences, career expectations, and a fully developed first language as well as a need for independence and an expectation of structured lessons (Knowles et al., 2015). Consequently, these aspects lead to most adults learning English consciously rather than acquiring it such as Krashen (1981) hypothesized with young children. Krashen also hypothesized that the affective filter needs to be lowered for making learners receptive to learning language and, also, that language learners of all ages need comprehensible input, which is providing language just beyond what they already know. 

For students to learn English, instruction needs to be approached efficiently and effectively, and it also needs to focus on the learning needs for a targeted age group (e.g., children or adults). Based on Krashen’s (1981) learning/acquisition theory, we might try to support our students in progressing from learning English consciously to acquiring English unconsciously. However, for this to occur, students need to experience Krashen’s Natural Approach. In other words, they would need a predictable pattern of acquisition that occurs consistently over time (similar to acquiring the first language). Though it is highly unusual for adults to be afforded this type of learning environment across many years, we should nonetheless design well-structured lessons with topics that interest our adult learners, thus allowing them to engage as fully as possible in the learning process (Knowles et al., 2015). 

To design lessons that are relevant and suitable for diverse learners at varying English levels, we need to consider their multiple intelligences (Gardner, 1999). For Gardner, intelligence is “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture” (pp. 33-34). If instructional methods and settings are appropriately matched with student needs and interests, students are better able to utilize their respective intelligences for understanding new information. Because everyone has a different combination of multiple intelligences, no two individuals share the same intelligence profile (Gardner, 2011). For instance, what is easy for one student to understand might be difficult for another to understand. Similarly, an activity that is interesting and engaging for one student might be boring and unattractive for another. Thus, to ensure that all students are effectively engaged, we need to recognize differences (including disabilities) among our students and plan accordingly. To address the learning needs of all students, we need to include varied strategies in each lesson. Above all, we need to ensure that all students feel safe and that all feel included in the lesson.

Presentation-Practice-Production was originally introduced to the English language teaching field in the 1960s. Following a resurgence in the 1990s, Presentation-Practice-Production became a preferred approach studied in teacher preparation programs such as the Certificate in Teaching English to Speakers of Other Languages, also known as CELTA (Anderson, 2017). At first glance, the three Presentation-Practice-Production stages might resemble the three ESA stages (Harmer, 2015). However, ESA differs because it encourages teachers to re-sequence these three stages for meeting the learning goals established for a given lesson, with each stage needing to occur at least once. In other words, ESA offers adaptability regarding the order in which these three stages occur in a lesson and, also, the number of times each stage occurs.

MAJOR DIMENSIONS

To prepare for teaching ESA lessons, design your lesson plans around clear goals, prepare varied activities, and gather needed material. Also anticipate potential challenges that might occur when implementing these lessons. Be sure to start each lesson by greeting students, reviewing previous content, and going over assigned homework. Routinely explain the purpose and importance of each lesson in a way that attracts your students’ attention. When designing your ESA lessons, always take the following aspects into consideration.

Increasing Student Participation

The purpose of ESA (engage-study-activate) is to improve students’ language skills by increasing their participation in language-based activities. To meet that goal, plan activities that compel students to think and use the new language. During the engage stage, teachers encourage students to ask questions and invite unplanned interaction. During the study stage, teachers ensure that the planned content is as accurate, unique, and straightforward as possible. They also focus on the best use of words and sentences for each lesson. During the activate stage, teachers use activities that allow students to practice independently with peers. Such activities can be evaluated by teachers to measure students’ ability by having them demonstrate what they have learned during the lesson.

Sequencing the ESA Stages

The three ESA stages (engage-study-activate) can be implemented in different sequences (Harmer, 2015). The most common sequences are the straight procedure, the boomerang procedure, and the patchwork procedure, which are shown in Figure 1.

Figure 1

ESA’s Straight Procedure, Boomerang Procedure, and Patchwork Procedure

The three procedures illustrated in Figure 1 are as follows: 

The patchwork procedure follows an ESEASA path with the goal of providing flexibility to the learning process. After engaging students and activating to determine gaps, teachers can introduce the study stage to explain and practice new content. During any point in this patchwork procedure, teachers might determine that students need additional instruction and, therefore, repeat the study stage. Similarly, if teachers feel that students have lost focus or are bored, they can immediately introduce a new engage stage to regain student interest 

PEDAGOGICAL APPLICATIONS

The three words in ESA (engage-study-activate) guide us with knowing which activities are suitable for each stage of a lesson (Harmer, 2015). When designing and delivering an ESA lesson, select activities such as those suggested below for each of its three stages and then incorporate these stages into your lesson plan.

Activities for the Engage Stage

The engage stage is for students to feel connected with the lesson and, thus, be ready to focus on learning. During this stage, aim to gain students’ attention by exhibiting visuals, telling tales, having class debates, miming, and acting, as well as by asking questions for learners to reflect on the topic and speak English. Relate the lesson to students’ reality so that they can immediately identify this lesson as being useful for them. For instance, adults might find it interesting to talk about free time activities or useful expressions for daily conversations.

Activities for the Study Stage

The study stage is for the teacher to implement activities to assist students in understanding the relevant points of the lesson. Because this stage strongly emphasizes language development, choose activities that support language development based on texts, conversations, gap-filling exercises, crossword puzzles, word searches, and matching games. At this stage and only if needed, correct student errors when implementing new language features. Also in the study stage, enhance the learning process by introducing online activities that promote interaction, especially the digital tools that are part of our students’ daily lives.

Activities for the Activate Stage

The activate stage consists of activities that serve to involve students with speaking English as openly and communicatively as possible. This can consist of pair and group conversations, roleplays, narrative creations, projects (e.g., posters, commercials), simulations, debates, and writing activities. Ensure collaboration within each pair or group by assigning situations that necessitate using the targeted vocabulary and structures. Towards the end of the lesson, activate student knowledge for assessing the effectiveness of this lesson.

ESA Lesson Plan With Three Stages

The following example of an ESA lesson plan illustrates how to combine all three ESA stages into a single lesson. This specific lesson is structured on ESA’s straight procedure, which is the sequence of stages for first engaging, then studying, and finally activating.


Engage Stage (10 minutes)


Study Stage (25 minutes)


Figure 2

Free Time Activities.

5. Explain the adverbs in Figure 2: never, sometimes, often, usually, always. Show how to use these adverbs to answer the question: How often do you ____? 

6. Have students again listen to the audio. This time students identify how often the people in a conversation do each of those activities. Afterwards, each student compares their responses on the chart with those on their classmates’ charts. 

7. Share the conversation script so that students can check their own work. 

Activate Stage (15 minutes)

8. Have your students roleplay a conversation between a TikToker and someone on the street. The TikToker is interviewing people on the street and wants to know what people do in their free time and how often they do it. Students switch roles. After a designated amount of time, each student finds a new partner. Walk around listening to the language being produced by your students.

9. After the activity ends, ask your students about their favorite answer(s).


ESA’s flexibility in designing lessons is very helpful in situations such as the following. Let’s say that, during the activate stage, you identified a need to redo the study stage. In other words, you realized that your students need to review where to place frequency adverbs within a sentence. If enough time is available, start a new study stage by providing additional explanations and having students practice the new language. After that, guide your students with entering a new activate stage in which they use content in real-life situations.

In this chapter, you learned about Harmer’s (2007) ESA framework for keeping your students focused on learning. You also learned that ESA encourages teachers to adjust the sequencing of its three stages (engage-study-activate) to better meet lesson objectives. When teaching your own English classes, consider structuring your lessons on ESA to facilitate meeting your learning objectives while also meeting your students’ needs.

KEY CONCEPTS

Here are some key concepts about ESA to remember:

DISCUSSING

Based on your new knowledge about ESA, answer these questions:

TAKING ACTION

To practice using what you have learned about ESA, do the following:

EXPANDING FURTHER 

To expand your knowledge and application of ESA, visit these websites:

SEE ALSO

Aspects related to ESA are addressed in several chapters of this book: 

Chapter 9 Empowering Adults for Autonomous Learning by M. Zalimben

Chapter 21 Connecting Student Interaction With Classroom Management by G. Mendoza

Chapter 25 Preparing to Teach Through Effective Lesson Planning by H. Lalwani

Chapter 33 Current Approaches in English Language Teaching by N. Dantaz

Chapter 36 Task-Based Approach With Adult Learners by I. Giménez and C. Rolón

Chapter 47 Authentic Assessment of, for, and as Learning by G. Díaz Maggioli

REFERENCES

Anderson, J. (2017). A potted history of PPP with the help of ELT journal. ELT Journal, 71(2), 218–227. https://doi.org/10.1093/elt/ccw055  

Gardner, H. E. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books. 

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic Books. (Original work published 1983) 

Harmer, J. (2007). How to teach English. Pearson Longman. 

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson. 

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Routledge. 

Krashen, S. (1981). Principles and practice in second language acquisition. Pergamon Press.

Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press 

ABOUT THE AUTHORS

Cynthia Rolón Cañete is an English language teacher and trainer at the Instituto de Formación Docente Paraguayo-Americano (IFDPA), which is housed at the Centro Cultural Paraguayo-Americano (CCPA), and an adjunct professor of pedagogy at the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asunción. Cynthia received a bachelor's degree in English from the ISL/UNA and a master's degree in advanced studies in social education from the Universidad Complutense de Madrid (Spain). She is interested in formal and non-formal adult education, instruction in virtual environments, and instructional design.

ORCID: https://orcid.org/0009-0002-5058-8925 

Email for correspondence regarding this chapter: isl-crolon@fil.una.py

Ignacio Giménez Núñez is an English teacher and teacher trainer at the IFDPA and a professor and teaching assistant at the ISL. Ignacio received a bachelor’s degree in English from the ISL and a master’s degree in world languages, literatures, and linguistics, with an emphasis in teaching English to speakers of other languages, from West Virginia University (United States). He is interested in materials development, formal and non-formal adult education, and the use of information and communication technologies in the classroom.

ORCID: https://orcid.org/0009-0001-3248-6653 

Cover Photo by Priscilla Du Preez 🇨🇦 on Unsplash