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THEORIES OF SECOND LANGUAGE ACQUISITION

Case Study Guidelines
To the presenter:
1. Read the case study assigned to you.
2. Determine which of the SLA theories we have discussed applies to your case.
3. Prepare a 10-minute presentation that addresses the following:
a. What are the facts of the case?
b. What are the problems presented in the case?
c. What are the reasons for those problems? Which of the SLA theories we have
discussed provides the clearest explanation for those problems? Make sure your
discussion has theoretical backup. You may present your opinion, but your
opinion must be supported by an SLA theory that we have discussed.
d. Which of the two solutions presented do you think would solve the problems?
How would this solution address the problem? Your discussion of your chosen
solution must refer to the SLA theories that we have discussed.
e. How would you implement your chosen solution if you were a teacher in the case?
Discuss this section using specific details.
f. Why have you not chosen the other solution?

To the audience:
1. CHALLENGE the decision of the presenter. What could be the drawbacks of the
solution that he or she has chosen?
2. What suggestions do you have for the presenter?

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CASE STUDY 1
On a sunny Thursday morning at Choice for You English Academy, a classroom of eager
students was bustling with mixed emotions. The morning session had just concluded, leaving
the teachers with much to reflect on during their short break before the next class. Inside the
faculty lounge, several teachers gathered—some expressing frustration, others seeming
puzzled.

Christy, a seasoned instructor, was the first to speak, exhaling deeply. "I just don't know what
else to do with David and Dael. They barely say a word in class, even though their written work
is good. It's like pulling teeth trying to get them to participate."

Rommel nodded in agreement. “Shawn’s the same way. You give them worksheets, and they
finish them quickly. But when it’s time to talk, they freeze.”

"Rachel, on the other hand," added JM, shaking his head, "won't stop talking—even when she's
off-topic. But she makes so many grammar mistakes, and I don’t know if she’s learning
anything from all the corrections."

Madz chimed in, holding her coffee cup close. “And Mish... I can see him checking his phone
when I’m lecturing. He looks bored. But if I ask him to answer a question, he gives surprisingly
good answers.”

Anabel smiled wryly. “I think he’s doing more learning outside the classroom than with us.
The way he throws in idioms here and there—I'm sure he’s been binge-watching Netflix shows.”

The teachers fell silent for a moment, sharing a sense of collective frustration. Each student
seemed to present a different challenge. Despite the variety of instructional approaches they
had tried—group activities, individual assignments, direct instruction—something wasn’t
clicking for everyone.

Trixia finally spoke, stirring her tea thoughtfully. "I think it comes down to how we teach.
We're so focused on making sure they learn the rules. But I’m starting to wonder if they’re
getting enough real exposure. They can fill in the blanks, but they’re not using English
naturally."

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Jenn nodded slowly. “Yeah... it’s like we’re teaching them to drive by explaining how a car
works. But at some point, they just need to get behind the wheel.”

Meanwhile, in the classroom, the students had gathered for a quick conversation between
sessions. Rachel, the Taiwanese student, was enthusiastically chatting with Mish.

“I don’t understand,” Rachel said, her brow furrowed. “I make so many mistakes, but the
teachers always stop me to correct everything. It makes me nervous to talk.”

Mish shrugged, casually leaning back in his chair. “I stopped worrying about being corrected
all the time. I just say what comes to mind. That’s how I picked up new expressions—just
trying things out.”

Dael, one of the quieter South Korean students, glanced up from his notebook. “But what if
you keep saying things wrong? Isn’t that bad? I don’t want to make mistakes.”

Shawn, seated next to Dael, nodded in agreement. “In our culture, it’s embarrassing to speak
with mistakes. I’d rather stay quiet and be correct than say something wrong in front of
everyone.”

David, who had been listening quietly, added, “And the exercises... I feel like I know the rules
already. But when I need to speak, I can’t think of them fast enough.”

Mish gave a small laugh. “I don’t think about rules when I speak. I just copy what I hear and
go with the flow. Maybe that’s why I have fun with it.”

Rachel tilted her head thoughtfully. “I think I need more practice without being corrected.
Every time I’m interrupted, it makes me feel like I’ll never get it right.”

Back in the faculty room, the teachers were deep in discussion. Lovelyn pointed out, “I think
part of the issue is that we correct them too much during conversations. They start to second-
guess themselves.”

Anabel agreed. “They’re so focused on not making mistakes that they’re afraid to try. It’s like
they’ve built a wall around themselves.”

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“So what do we do?” Rommel asked. “If we stop correcting them, won’t they develop bad
habits? But if we keep interrupting them, they won’t practice freely. It’s a tricky balance.”

Madz leaned forward. “Here’s the real question: Do we focus on making sure they understand
the rules and correct every mistake? Or do we let them speak freely, even if it means they might
make more mistakes at first?”

The Problem and the Dilemma

The teachers found themselves at a crossroads. On one hand, it was clear that the students
needed opportunities to practice English without fear of being constantly corrected.
Interruptions seemed to be raising their anxiety, making them hesitant to engage. Some students,
like Shawn and Dael, had become so concerned with accuracy that they barely spoke at all.
Others, like Rachel, were eager to talk but felt overwhelmed by the frequent corrections.

On the other hand, ignoring mistakes entirely could lead to the formation of bad habits. What
if the students became comfortable using incorrect grammar or awkward phrasing? The
teachers didn’t want to sacrifice long-term accuracy for short-term fluency. Yet, as Mish’s
progress showed, too much freedom could encourage confidence and a love of learning—an
essential part of language acquisition.

The group knew that whichever approach they chose, it would shape the students’ learning
experience and outcomes.

The Two Solutions

1. Solution 1: Prioritize Accuracy through Structured Learning and Immediate

Correction
o This solution emphasizes grammar rules, structured practice, and correcting
mistakes as they occur. The goal is to prevent students from developing bad
habits and ensure long-term linguistic accuracy.
o Potential Outcome: Students like Shawn and Dael may remain quiet and
cautious, but they will internalize proper rules over time. However, students like
Rachel might grow more anxious, and learners like Mish may lose interest.

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2. Solution 2: Focus on Fluency through Natural Conversations with Minimal

Correction
o This solution encourages students to engage in natural conversations with
limited correction. The idea is to build confidence, reduce anxiety, and allow
learners to acquire language through real use.
o Potential Outcome: Students like Rachel and Mish will thrive, gaining
confidence and fluency quickly. However, Shawn and Dael may struggle to
engage fully, and some students might develop imperfect grammar that will
need refinement later.

The Reader’s Choice

The teachers at Choice for You English Academy must decide which path to take. Should they
continue emphasizing accuracy, ensuring that students learn the correct rules at the cost of
potential anxiety and disengagement? Or should they prioritize fluency, accepting that mistakes
will be part of the process but fostering confidence and natural communication?

Which solution will you choose—and why?

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CASE STUDY 2
It was 10:30 in the morning at Choice for You English Academy. Inside Room 206, a mixed-
level class was halfway through a group activity. The air was tense, and the students’
interactions were strained, despite the teachers’ efforts to foster open discussions. JM and
Trixia moved from group to group, hoping to encourage the students to engage more naturally
with each other.

Rachel, the lively Taiwanese student, was seated next to Dael, Shawn, and Mish. But Rachel
was doing most of the talking.

“So, what do you like about the Philippines?” Rachel asked Shawn enthusiastically, leaning
closer to him. “I love the beaches. I think the people are so friendly!”

Shawn gave a polite smile but only nodded. He glanced at Dael, hoping his friend would take
over the conversation, but Dael kept his eyes down on the desk. David, seated in the next group,
looked equally uncomfortable as he fidgeted with his pen.

Mish, meanwhile, jumped in smoothly. “The food here is amazing,” he said. “Have you tried
the street food? I’ve had some weird stuff, but it’s good.”

Rachel grinned. “Yes! I tried balut! It was...” She made a face, “...interesting.”

Dael remained quiet, and Shawn still seemed reluctant to participate. JM, observing the group
from a distance, walked over and gave an encouraging nudge. “Shawn, what do you think about
Filipino food? Have you tried anything new?”

Shawn hesitated. “I, uh... it’s good.” His voice trailed off, and he gave another awkward smile.

Trixia, noticing Dael’s silence, leaned in. “How about you, Dael? What do you think? Don’t
be shy.”

But Dael only shook his head slightly and muttered, “I’m not good at talking.”

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After the class ended, the teachers gathered in the faculty room to discuss how the session went.
Christy, sipping her coffee, looked frustrated. “It’s always the same. The Korean students just
won’t open up, no matter what we do.”

JM agreed. “Yeah, and Mish and Rachel are carrying the conversations, but it’s not balanced.
The quieter students need to talk, or they’ll never improve.”

Lovelyn, who had observed the class earlier, said thoughtfully, “I think it’s more than just
shyness. They’re holding back for a reason.”

Rommel leaned back in his chair, arms crossed. “The question is, what reason? Are they
nervous about making mistakes? Or are they just not interested in the topics?”

Jenn added, “It’s more than nerves or topics. They’re comfortable with each other in private,
but when it comes to speaking in English, it’s like a wall goes up.”

Christy sighed. “And it’s not just a language problem. Shawn and Dael seem disconnected
from the whole experience. Even when we try to engage them with things they might like, they
don’t respond much.”

Trixia tapped her pen thoughtfully. “It might have to do with how they feel about being here.
Learning a new language isn’t just about words—it’s also about adapting to a new environment.
Maybe they’re not adjusting well.”

Meanwhile, in the student lounge, Rachel and Mish were chatting animatedly about their
favorite places in the Philippines. David and Shawn sat nearby, scrolling on their phones.

Mish glanced at them and said, “Hey, you guys want to go to the night market this weekend?
We can try some local food.”

Shawn shook his head. “No... I think I’ll stay at the dorm.”

Rachel raised an eyebrow. “You’ve been here for two months, and you haven’t gone out much.
Don’t you want to explore?”

Shawn gave a small, polite smile. “It’s okay. I like staying inside.”

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David nodded in agreement. “It’s more comfortable at the dorm.”

Mish shrugged. “Suit yourself. But seriously, getting out helps. You pick up more English, and
people are really friendly if you try.”

Rachel added, “Yeah! Even if you make mistakes, people here are really patient.”

But the conversation died down as Shawn and David continued to scroll quietly.

Back in the faculty room, the teachers continued their discussion.

Madz, who had just entered the room, asked, “What’s the issue today?”

“It’s the same thing,” Christy replied. “The Korean students are still holding back. Mish and
Rachel are thriving, but the others aren’t engaging.”

Anabel sighed. “It’s like they’re stuck in their own bubble. They do the tasks we assign, but
they aren’t really connecting—either with us, with the other students, or with the culture here.”

Rommel added, “And if they don’t connect with people, they won’t be able to practice English
in real-world situations.”

Lovelyn raised a crucial question. “So what do we do? We can’t force them to go out or talk
more if they aren’t ready.”

The Dilemma

The teachers at Choice for You English Academy faced a challenging problem. Shawn, David,
and Dael weren’t just struggling with speaking English—they seemed disconnected from the
cultural environment, making it harder for them to engage with both the language and their
peers. Their reluctance to speak reflected more than just shyness; it hinted at discomfort in
adapting to a new environment. Meanwhile, students like Mish and Rachel were thriving
precisely because they were more willing to immerse themselves, explore their surroundings,
and accept the occasional embarrassment of making mistakes.

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The teachers knew that helping students succeed wasn’t only about grammar drills or
conversation practice. It was also about fostering a sense of belonging and emotional
connection to their learning environment. However, they couldn’t decide how to proceed.

The Two Solutions

1. Solution 1: Structured Support through Familiar Routines

o This approach focuses on maintaining classroom activities that emphasize
predictable routines and structured lessons. Teachers would avoid pushing the
quieter students too far outside their comfort zones and provide them with
controlled speaking opportunities, such as role-plays or pair work with minimal
pressure.
o Potential Outcome: Students like Shawn, David, and Dael might feel safer and
slowly build confidence over time. However, their progress in real-world
fluency could remain limited, as they would not be challenged to step outside
their comfort zones or engage more deeply with the local environment.
2. Solution 2: Immersive Learning with Real-World Engagement
o This solution encourages teachers to create more activities that push students to
interact with their environment. They could organize cultural excursions,
encourage social events outside the classroom, and reduce focus on classroom
control in favor of spontaneous language use.
o Potential Outcome: Students like Mish and Rachel would likely thrive in this
setting, becoming more fluent through immersion. However, students like
Shawn, David, and Dael might struggle to adjust and feel overwhelmed,
potentially leading to further withdrawal.

The Reader’s Choice

The teachers must now choose the path forward. Should they continue with structured
classroom activities that offer emotional security but limit opportunities for real-world practice?
Or should they push the students to engage more deeply with their environment, even if it
means some students may struggle with the adjustment?

Which solution do you think would be more effective—and why?

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CASE STUDY 3
It was a typical Wednesday afternoon at Choice for You English Academy, and Room 305 was
filled with quiet murmurs as students worked on their grammar worksheets. Christy, the lead
teacher, walked around the room, checking in on each student. She paused by Shawn and David,
both diligently filling in the blanks of a sentence structure exercise. Shawn furrowed his brow
as he hesitated over a verb form.

Christy leaned down. “Do you need help with that, Shawn?”

Shawn glanced at her but shook his head. “I understand the rules,” he said softly, “but
sometimes, the sentences feel strange.”

From the other side of the room, Rachel, the bubbly Taiwanese student, let out an exasperated
sigh. “Teacher, these worksheets are too boring! Why can’t we just talk in English?” she said.

Mish, seated next to Rachel, nodded in agreement. “Yeah. I mean, nobody learns to talk like
this.” He tapped his pencil on the worksheet. “When do I ever need to say, ‘He has been running
since morning’? It’s weird.”

David, overhearing them, chimed in quietly. “But the rules are important. If you don’t learn
them, how do you know if your sentences are right?”

Rachel groaned. “I know the rules, but sometimes when I talk, it doesn’t come out right anyway!
Like... the words feel stuck in my head.”

Dael, sitting silently beside Shawn, gave a small nod of agreement but said nothing.

Christy sighed, sensing the disconnect. “I know the exercises can feel repetitive, but they help
you see the patterns in English. The more you practice, the easier it will be when you need to
use it.”

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After class, the teachers gathered in the faculty room to discuss the students’ progress.

“Rachel’s getting frustrated,” JM said, setting down his notebook. “She just wants to speak.
But when she does, her grammar’s all over the place.”

Madz added, “And Mish—he’s fluent, but it’s mostly street English. He uses a lot of slang and
idioms. I’m worried that he’s missing the foundations.”

Rommel leaned back in his chair. “The Korean students are another story. They understand the
rules but struggle to speak naturally. It’s like they’re waiting for everything to be perfect in
their heads before they say anything.”

Lovelyn nodded thoughtfully. “It’s interesting. It’s like they know what’s correct, but they
can’t connect it to real conversations.”

“Exactly,” Christy agreed. “They get stuck thinking about grammar before they speak.”

Anabel tapped her pen on the desk. “So, what’s the real issue here? Are we focusing too much
on grammar, or not enough?”

“That’s the thing,” JM replied. “There’s a gap. We’re teaching them the rules, but it’s not
clicking in the way they need it to.”

Trixia leaned forward. “It makes me wonder—do they really need to be drilled on the rules, or
is there some way they’re supposed to just ‘get’ it over time? You know, like how babies learn
languages.”

Madz shrugged. “But they aren’t babies. They’re adults trying to learn a second language in a
classroom. They need structure, right?”

Christy looked around the room, thinking carefully. “Maybe... but what if we’re focusing too
much on making them memorize things that they already have an instinct for?”

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Meanwhile, the students had gathered in the lounge, chatting about their class frustrations.

“I just don’t get it,” Mish said, running a hand through his hair. “The teachers keep saying we
need to learn the rules, but when I talk, I don’t think about rules. I just say whatever sounds
right.”

Rachel nodded. “Yeah, but I feel like they want us to sound perfect all the time. If I stop to
think about every grammar rule before I speak, I won’t be able to say anything!”

Shawn, seated across from them, spoke hesitantly. “But if you don’t know the rules, how do
you know if you’re saying it right?”

“You don’t,” Mish replied with a shrug. “You just know.”

David added quietly, “I wish it worked like that for me. When I talk, I get stuck because I can’t
remember the exact sentence structure. So I just... don’t talk.”

Dael, as usual, remained silent, but his expression showed that he felt the same way.

Back in the faculty room, the teachers continued their discussion.

“So,” Christy said, “we have two groups of students struggling for opposite reasons. Some of
them, like Rachel and Mish, are confident but careless with grammar. Others, like Shawn and
Dael, know the rules but can’t apply them naturally.”

Rommel sighed. “It’s like the students are either over-relying on the rules or ignoring them
completely.”

“So what’s the solution?” Jenn asked. “Do we keep drilling grammar until it sticks, or do we
let them experiment with the language and learn through trial and error?”

Lovelyn crossed her arms. “Both approaches have risks. If we drill them too much, they’ll get
frustrated and shut down. But if we let them experiment without correction, they might form
bad habits.”

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The Dilemma

The teachers were at a crossroads. On one hand, some students—like Shawn, David, and
Dael—seemed to benefit from structured grammar lessons, as they needed rules to feel
confident. However, their reluctance to speak suggested that the rules were becoming a barrier,
preventing natural language use. On the other hand, students like Mish and Rachel had
developed fluency by focusing on what felt right, but their disregard for grammar risked
limiting their accuracy over time.

The teachers had to decide which approach would best help their students succeed in mastering
English.

The Two Solutions

1. Solution 1: Maintain a Grammar-Focused Curriculum with Controlled Practice

o In this approach, teachers will continue emphasizing grammar rules and drills,
ensuring that students develop a strong foundation. Activities will focus on
accuracy, with structured exercises and frequent correction.
o Potential Outcome: Students like Shawn, David, and Dael will gain confidence
from knowing the rules, but they may remain hesitant to speak freely.
Meanwhile, students like Mish and Rachel may become frustrated with the lack
of creative freedom, leading to disengagement.
2. Solution 2: Shift Toward Intuitive Learning through Trial and Error
o This approach will encourage students to experiment with language without
worrying too much about mistakes. Teachers will allow more free conversation
activities, with minimal correction, focusing on developing fluency through
usage.
o Potential Outcome: Students like Rachel and Mish will thrive, becoming more
fluent through practice. However, students like Shawn, David, and Dael may
struggle to let go of their reliance on rules, potentially leading to anxiety or
confusion.

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The Reader’s Choice

The teachers must now choose which path to take. Should they continue prioritizing grammar,
ensuring that students develop a solid foundation, even if it means some will struggle with
fluency? Or should they adopt a more intuitive approach, encouraging students to experiment
with language and make mistakes, even if it means sacrificing accuracy at first?

Which solution do you believe will lead to the best outcomes—and why?

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CASE STUDY 4
The sun filtered through the large windows of Room 210 at Choice for You English Academy,
casting a warm glow over the students as they settled into their chairs for the afternoon session.
Christy, one of the senior teachers, stood at the front of the class, preparing for the day's lesson
on past tense forms. The classroom was a mix of eager faces and hesitant expressions, reflecting
the diverse backgrounds of the students.

As the lesson began, Christy wrote a sentence on the board: "Yesterday, I go to the market."
She turned to the class, her voice bright with enthusiasm. “Okay, everyone! Can anyone tell
me what’s wrong with this sentence?”

Shawn, a diligent South Korean student, raised his hand. “It should be ‘went’ instead of ‘go’,”
he stated, his accent slightly thick but his confidence shining through.

“Great! And why is that?” Christy encouraged, eager to promote engagement.

David, sitting next to Shawn, chimed in, “Because it’s in the past. We need to use past tense.”

Christy smiled. “Exactly! Now, can anyone give me another example using the past tense?”

Rachel, the outspoken Taiwanese student, blurted out, “I eat a sandwich yesterday.”

Christy winced slightly but quickly masked her reaction. “Almost right, Rachel! What should
it be?”

Mish, the Arab student, laughed softly. “You should say, ‘I ate a sandwich yesterday!’”

Rachel pouted, clearly frustrated. “I know that! But when I speak, I just forget!”

“Let’s think about it this way,” Christy said, attempting to guide the conversation. “When we’re
speaking, we want to recall the correct forms. Practice helps! Let’s try another sentence.”

After class, the teachers convened in the faculty lounge to discuss the day's events. Christy was
visibly concerned about the students' grasp of past tense usage.

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“That was painful to watch,” she admitted, sipping her coffee. “They keep making the same
errors, and it’s like they’re not connecting the lessons to their speaking.”

Rommel leaned back in his chair, considering her words. “It’s typical at this level. They’re
developing their own patterns, but it’s frustrating to see them stuck.”

Jenn chimed in, “I noticed that too. They know the rules on paper, but when they speak, it’s as
if they revert to their own structures.”

“Exactly,” Christy replied. “Rachel’s ‘eat’ instead of ‘ate’—that’s a classic example. They’re
creating their own rules, but they’re inconsistent.”

“Maybe we’re not addressing their interlanguage effectively,” Trixia suggested, her brow
furrowing. “We need to find a way to help them transition from their internalized rules to the
correct forms.”

Madz nodded. “But how? If we correct them too much, they might feel discouraged. We don’t
want to kill their motivation.”

Anabel interjected, “Or we could keep emphasizing the structures they’re missing, but I’m
worried that might just confuse them further. They need to feel confident speaking.”

In the student lounge after class, the atmosphere was a mix of frustration and camaraderie.

“I’m tired of making the same mistakes,” Rachel lamented, throwing her hands up. “It’s like I
know the rules, but my mouth just doesn’t want to cooperate!”

Mish nodded in agreement. “I feel you! Sometimes I say things in my own way, and then I
wonder if it’s even English anymore.”

Shawn chimed in, “But at least we’re trying! I think that’s important.”

David, who had been quietly observing, finally spoke up. “Yeah, but I want to sound correct,
not just try. It’s hard to keep making errors.”

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Rachel shrugged. “Maybe we just need to practice more. But how do we practice without
feeling dumb?”

Dael, usually quiet, interjected, “What if we try to speak without thinking too much? Like, just
talk and not worry about the rules?”

“That’s a good idea!” Mish exclaimed. “Just let it flow. If we focus too much on being correct,
we won’t say anything at all!”

Shawn nodded, “But I still want to know if I’m saying it right.”

Back in the faculty lounge, the teachers continued their discussion about the students’ struggles.

“They need to feel safe making mistakes,” Rommel argued. “If we keep focusing on correcting
their errors, they won’t want to speak at all.”

Christy looked thoughtful. “You might be right, but how do we ensure they’re still learning the
correct forms? We don’t want to let them wander too far into their own patterns.”

Lovelyn suggested, “What if we provided a safe space for them to experiment, but also included
moments for correction and guidance afterward?”

“Sounds good in theory,” Trixia replied. “But how do we balance the two? We need to
encourage fluency while addressing their internal errors.”

Madz leaned in. “What if we structured some of the lessons around their own sentences? Let
them make mistakes first and then guide them to the right forms afterwards?”

“That could work,” Christy said, her eyes lighting up. “If we allow them to express themselves
freely, we might uncover the patterns in their interlanguage that need addressing. It could lead
to more natural corrections.”

The Dilemma

The teachers were facing a significant challenge. On one hand, their students, like Rachel and
Mish, were developing their own language patterns through practice, leading to fluent—but

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often incorrect—expressions. On the other hand, students like Shawn and David were fixated
on grammatical accuracy, which stifled their ability to communicate freely.

The teachers had to decide on a strategy that would effectively address the students’ unique
needs without compromising their motivation or confidence.

The Two Solutions

1. Solution 1: Focus on Structured Corrections and Explicit Grammar Practice

o In this approach, teachers would emphasize explicit grammar instruction and
corrections during speaking activities. The goal would be to provide clear
examples and rules that students could apply consistently in their speech.
o Potential Outcome: While students like Shawn and David may benefit from
this structured approach, students like Rachel and Mish might feel discouraged,
fearing mistakes and therefore becoming less willing to participate in
conversations.
2. Solution 2: Encourage Fluency through Free Speaking with Guided Corrections
o This approach would allow students to speak freely, encouraging them to
express their thoughts without the pressure of immediate correction. After
speaking activities, teachers would then address common errors and guide
students toward the correct forms based on what they used in their speech.
o Potential Outcome: This method could lead to greater fluency and confidence
for students like Rachel and Mish while also revealing the unique patterns in
their interlanguage that teachers could address. However, students like Shawn
and David may struggle with the lack of immediate feedback, potentially
leading to continued errors.

The Reader’s Choice

The teachers must now choose which approach to adopt. Should they prioritize explicit
grammar corrections to ensure students master accurate forms, even if it might hinder fluency?
Or should they allow students to express themselves freely, focusing on their unique language
development and offering corrections afterward?

Which solution do you believe will best support the students’ language acquisition—and why?

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CASE STUDY 5
It was a sunny Wednesday afternoon at Choice for You English Academy, where students from
diverse backgrounds gathered to improve their English skills. Room 205, adorned with colorful
posters and motivational quotes, buzzed with anticipation as the students took their seats. The
lesson for today focused on collaborative storytelling, a method that was hoped to enhance both
language skills and social interaction.

Christy, the lead teacher, stood at the front, beaming with enthusiasm. “Alright, everyone!
Today, we’re going to create a story together. Each of you will contribute a sentence. Let’s see
how creative we can be!”

Shawn, David, and Dael, the South Korean students, shared a table and exchanged nervous
glances. “Do you think we can do it?” Dael asked, fidgeting with his pen.

“I’m not sure. I always struggle with speaking in front of others,” David admitted, biting his
lip.

“We can try,” Shawn replied, his determination evident. “Just remember, we need to use past
tense.”

Meanwhile, Mish, an Arab student, sat at another table, observing his classmates. “Why do we
have to follow the rules so much?” he whispered to Rachel, the Taiwanese student. “I just want
to have fun with this.”

Rachel shrugged, “I get that, but they always want us to be correct.”

Christy noticed the hesitance and approached the group. “Mish, you have great ideas! Don’t
worry too much about the rules. Just speak freely. The important thing is to communicate.”

As the activity began, the students started contributing sentences. Shawn spoke first, “Once,
there was a dragon who loves to fly.”

David followed, “But the dragon doesn’t know how to fly well.”

Dael hesitated before chiming in, “The dragon felt sad because he fell down.”

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Rachel laughed, “I think he needs a friend! A bird can help him.”

But Mish struggled, saying, “The dragon fly too low and crash.”

Christy gently interjected, “Mish, it should be ‘flew’ instead of ‘fly.’ Let’s try to keep it in the
past tense.”

Mish frowned but nodded, feeling embarrassed. “Okay.”

The group continued, but the atmosphere shifted. Some students spoke more confidently while
others became more reserved. David and Dael started to whisper their sentences to each other
before sharing, while Mish fell silent.

After the class, the teachers gathered in the faculty lounge to debrief.

“I’m concerned about how the activity went today,” Christy admitted, pouring herself a cup of
coffee. “Some students were really engaged, but others seemed lost.”

Rommel, a colleague, nodded in agreement. “I noticed that too. It feels like there’s a divide in
how they approach speaking. Some students thrive in collaborative settings, while others
retreat.”

Trixia chimed in, “I think it’s a matter of confidence. We need to create an environment where
all students feel comfortable expressing themselves.”

Jenn added, “But we also have to consider the rules of language. If they keep making the same
mistakes, how will they ever improve?”

Madz sighed. “It’s a fine balance, isn’t it? We want them to feel free to express themselves,
but they also need to learn proper structures.”

“Perhaps we need to rethink our approach,” Lovelyn suggested. “What if we implemented more
peer interactions and let them guide each other?”

Anabel perked up. “That’s a good idea! Allowing them to work together might help build
confidence and reduce the pressure to get it right on the first try.”

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In the student lounge after class, the mood was a mix of frustration and camaraderie.

“I don’t know why I always mess up,” Mish said, leaning back in his chair. “I had a good idea,
but then I just froze.”

Rachel, trying to be supportive, replied, “It’s okay! We all make mistakes. It’s part of learning,
right?”

“But I feel like my mistakes are so obvious,” Mish said. “I just want to speak without thinking
too much.”

Shawn chimed in, “You’re not alone, Mish. I get nervous too. But I noticed that when I
practiced with David and Dael, I felt more confident.”

David nodded vigorously. “Yes! We should do more group activities. It helps to have friends
around.”

Rachel suggested, “What if we formed study groups? We could meet outside of class and just
talk, no pressure to be perfect.”

Dael agreed, “I like that idea. We can share stories and laugh about our mistakes. It would be
fun!”

Mish smiled, “Yeah! I want to join. We can help each other without worrying about being
wrong.”

The Dilemma

Back in the faculty lounge, the teachers discussed how best to support their students moving
forward. They recognized a critical challenge: while some students thrived in collaborative
settings, others were discouraged by the fear of making mistakes.

The teachers had two potential strategies to consider:

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The Two Solutions

1. Solution 1: Emphasize Structured Learning with Corrective Feedback

o This approach would involve maintaining a strong focus on correct grammar
and structure during speaking activities. Teachers would provide immediate
corrections and emphasize the importance of language rules, aiming to ensure
that students grasp the correct forms.
o Potential Outcome: Students like Mish and Rachel may feel more pressure and
anxiety, which could hinder their willingness to participate in class discussions.
It could lead to disengagement and a fear of making mistakes, ultimately stifling
their language development.
2. Solution 2: Foster Collaborative Learning through Peer Support
o This method would encourage students to work together in small groups,
allowing them to practice speaking in a low-pressure environment. Teachers
would facilitate these groups, providing guidance but allowing students to lead
the discussions. Corrections could happen organically as students support one
another.
o Potential Outcome: This approach could empower students like Shawn and
David, who thrive in collaborative settings, while also supporting students like
Mish, who might feel more comfortable making mistakes in a supportive
environment.

The Reader’s Choice

The teachers must now decide which approach to adopt. Should they focus on correcting
mistakes and emphasizing the rules of language, even if it might discourage some students? Or
should they prioritize peer collaboration, allowing students to express themselves freely and
support one another in their learning journey?

Which solution do you believe will best support the students’ language acquisition—and why?

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CASE STUDY 6
It was a typical Monday morning at Choice for You English Academy, where a vibrant mix of
students gathered to improve their English skills. The atmosphere buzzed with a blend of
excitement and apprehension as students settled into their seats, ready for another day of
learning. In Room 102, eight teachers were preparing to implement a new activity designed to
encourage student engagement and interaction.

Christy, the lead teacher, stood at the front of the classroom, glancing over her lesson plan.
“Today, we’re going to engage in a group discussion about cultural traditions from our home
countries. I want you all to share something unique and then discuss how these traditions can
influence our communication styles.”

The students exchanged glances, some smiling while others looked unsure. Shawn, David, and
Dael, the South Korean trio, leaned closer together, whispering among themselves. “What if I
can’t explain my tradition well?” Dael asked, biting his lip.

“You’ll be fine. Just think of it as sharing a story,” Shawn reassured him.

Mish, the Arab student, raised his hand. “What if we don’t understand each other? It could be
confusing.”

“That’s the point!” Christy encouraged, beaming. “Communication can sometimes be messy,
but that’s how we learn. Let’s embrace the chaos!”

As the activity began, the students formed small groups. Rachel, the Taiwanese student,
initiated the discussion in her group, “In Taiwan, we have a festival where we honor our
ancestors. It’s a big deal for families.”

Mish nodded but hesitated, “In my culture, we also have festivals, but they are more about food
and music.”

Shawn added, “We have Chuseok, which is like Thanksgiving. Families get together and share
food.”

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However, as the discussions progressed, it became evident that some students were struggling
to articulate their thoughts. David began to speak but stumbled over his words. “Um, in South
Korea, we…uh, we eat…” He trailed off, feeling embarrassed.

“Don’t worry, David. Just say what you mean,” Rachel encouraged gently.

Dael watched as David faltered, and his own anxiety grew. “I’m not good at this,” he muttered,
shrinking back in his chair.

Across the room, Trixia, one of the teachers, observed the groups with concern. “I’m noticing
a trend. Some students are very engaged, while others are just sitting back and not contributing.”

JM chimed in, “I think the students who are quieter may not be used to speaking up in a group
setting. They might need more time to process their thoughts.”

Christy nodded, “We want to create an environment where everyone feels comfortable, but it’s
challenging when the dynamics are so different.”

Madz, another teacher, pointed out, “We also have students from various cultural backgrounds.
Some may not be accustomed to open discussions like this. It might be overwhelming for them.”

Jenn added, “What if we adjusted the activity? We could allow more time for individual
reflection before they share. That might help them feel more secure.”

Lovelyn responded, “Or we could give them sentence starters to ease them into the discussion.
That could reduce the pressure of having to think on their feet.”

As the class continued, the students’ frustrations became more evident. Mish raised his hand
again. “I want to share, but I feel like I don’t have the right words. I don’t know how to connect
my tradition to communication.”

“Take your time, Mish. Think about what it means to you, and we’ll work through it together,”
Christy replied, attempting to maintain an encouraging tone.

“Yeah, it’s okay if it’s messy,” Rachel added, trying to support him. “We’re all learning here.”

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Despite the encouragement, the complexity of the task was evident. Some students were
engaged and thriving, while others felt lost in the whirlwind of ideas. Dael finally spoke up, “I
feel like we are all over the place. I want to contribute, but it’s hard to focus when everyone is
talking at once.”

Christy took a deep breath. “Let’s pause for a moment. I see that this activity might not be
working as we intended. How can we better support each other in sharing our ideas?”

The students exchanged glances, contemplating the question. Mish finally spoke up, “Maybe
we need to slow down and understand each other before we share.”

“I agree,” Shawn added. “We can have a little more structure, so we don’t get lost in all the
chaos.”

Rachel suggested, “What if we had smaller pairs first, and then moved to groups? That way,
we can practice and build up to the larger discussion.”

As the class reconvened, Christy gathered the feedback. “So, it seems we are all on the same
page. Let’s try working in pairs for the next round and share our thoughts more gradually. We
can build on each other’s ideas step by step.”

The students nodded, feeling more at ease with the new plan.

The Dilemma

Later that day, the teachers met to debrief about the lesson. “I appreciate the feedback from the
students,” Christy said. “But it raises a critical question: how do we foster an environment
where every student can thrive amidst the complexity of language learning?”

Rommel reflected, “This class highlighted the challenges of engaging students with different
comfort levels and learning styles. We need to find a balance between structure and chaos.”

JM added, “Right. While some thrive in open discussions, others might need more scaffolded
support. The diversity in our classroom requires us to adapt.”

Madz suggested, “We have two potential approaches to consider for our next lesson.”

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The Two Solutions

1. Solution 1: Structured Pair Work Followed by Group Sharing

o This approach would involve giving students structured activities in pairs before
moving to larger groups. Teachers would provide sentence starters and guidance,
ensuring that students have a clear framework for their contributions.
o Potential Outcome: This method could help students who struggle with speaking feel
more confident, as they would have time to formulate their thoughts. However, it
might stifle the natural flow of discussion for those who thrive in a less structured
environment.
2. Solution 2: Embrace Open Discussions with Minimal Structure
o This method would focus on allowing students to engage in open discussions, giving
them the freedom to share their ideas as they come. Teachers would act as facilitators,
stepping back to let the students navigate their conversations.
o Potential Outcome: While this approach could encourage creativity and spontaneous
expression, it may lead to confusion and disengagement among students who need
more support and structure.

The Reader’s Choice

The teachers now faced a decision about how to approach future lessons. Should they prioritize
a more structured environment to help students like Mish and Dael feel more secure, even if it
risks losing spontaneity? Or should they embrace the inherent chaos of open discussions,
potentially allowing for greater creativity but at the cost of clarity and participation?

Which solution do you believe will best foster a productive learning environment—and why?

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