Low classroom energy is a common problem in English language teaching. This field project discusses the problematic low-energy classroom from both the student side and the instructor side. The first aspect explored is the silence of students. Because speech shows the process of language acquisition and is also the precondition of language acquisition, it is crucial to discover and understand the reasons for some students’ unwillingness to speak (Baran-Lucarz, 2014). The project explains the willingness to communicate and the cultural variations in learning. The second aspect of a low-energy classroom in this project is the ESL teacher lack of enthusiasm. If the teacher lacks enthusiasm, a variety of student outcomes are affected, such as interests, learning achievements, motivation, and enjoyment.
The project aims to increase students’ willingness to communicate and to support ESL teachers in creating an engaging and communicative classroom. Undoubtedly, the main reason of creating the project is to motivate students to express their ideas in English, but the ultimate goal of creating the project is to inspire their curiosity and creativity, to empower their thinking, which is the meaning of education.
This field project includes a handbook that covers three trending themes in education: design thinking, improvisation, and field trips. In each unit, there are four sections named Lead in, Objectives and Outcomes, Activity, and Tips and Resources. The highlight features of the project are innovative and engaging classroom activities, relevant and authentic scenarios, communicative language practices, student-centered methodology, eye-catching photos and helpful resources.
","abstract_html":"<p>Low classroom energy is a common problem in English language teaching. This field project discusses the problematic low-energy classroom from both the student side and the instructor side. The first aspect explored is the silence of students. Because speech shows the process of language acquisition and is also the precondition of language acquisition, it is crucial to discover and understand the reasons for some students’ unwillingness to speak (Baran-Lucarz, 2014). The project explains the willingness to communicate and the cultural variations in learning. The second aspect of a low-energy classroom in this project is the ESL teacher lack of enthusiasm. If the teacher lacks enthusiasm, a variety of student outcomes are affected, such as interests, learning achievements, motivation, and enjoyment.</p> <p>The project aims to increase students’ willingness to communicate and to support ESL teachers in creating an engaging and communicative classroom. Undoubtedly, the main reason of creating the project is to motivate students to express their ideas in English, but the ultimate goal of creating the project is to inspire their curiosity and creativity, to empower their thinking, which is the meaning of education.</p> <p>This field project includes a handbook that covers three trending themes in education: design thinking, improvisation, and field trips. In each unit, there are four sections named Lead in, Objectives and Outcomes, Activity, and Tips and Resources. The highlight features of the project are innovative and engaging classroom activities, relevant and authentic scenarios, communicative language practices, student-centered methodology, eye-catching photos and helpful resources.</p>","abstract_has_math":false,"creators":["Sha, Lusha"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Luz Navarrette García"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-15T08:00:00Z","date_published":"2017-12-15T08:00:00Z","updated_at":"2026-07-24T05:44:13Z","subjects":["ESL","Teacher Enthusiasm","Reticence","Teaching Energy","Communicative Language Teaching","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/671","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Luz Navarrette García"]},{"key":"dc:creator","label":"Author","values":["Sha, Lusha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-12-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESL","Teacher Enthusiasm","Reticence","Teaching Energy","Communicative Language Teaching","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/671"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low classroom energy is a common problem in English language teaching. This field project discusses the problematic low-energy classroom from both the student side and the instructor side. The first aspect explored is the silence of students. Because speech shows the process of language acquisition and is also the precondition of language acquisition, it is crucial to discover and understand the reasons for some students’ unwillingness to speak (Baran-Lucarz, 2014). The project explains the willingness to communicate and the cultural variations in learning. The second aspect of a low-energy classroom in this project is the ESL teacher lack of enthusiasm. If the teacher lacks enthusiasm, a variety of student outcomes are affected, such as interests, learning achievements, motivation, and enjoyment.
The project aims to increase students’ willingness to communicate and to support ESL teachers in creating an engaging and communicative classroom. Undoubtedly, the main reason of creating the project is to motivate students to express their ideas in English, but the ultimate goal of creating the project is to inspire their curiosity and creativity, to empower their thinking, which is the meaning of education.
This field project includes a handbook that covers three trending themes in education: design thinking, improvisation, and field trips. In each unit, there are four sections named Lead in, Objectives and Outcomes, Activity, and Tips and Resources. The highlight features of the project are innovative and engaging classroom activities, relevant and authentic scenarios, communicative language practices, student-centered methodology, eye-catching photos and helpful resources.
"]},{"key":"dc:title","label":"Title","values":["Creating an Energetic Classroom: A Handbook for ESL Teachers"]}]}],"canonical_facts":{"dc:contributor":["Luz Navarrette García"],"dc:creator":["Sha, Lusha"],"dc:date.available":["2017-12-09T08:00:00Z"],"dc:description.abstract":["Low classroom energy is a common problem in English language teaching. This field project discusses the problematic low-energy classroom from both the student side and the instructor side. The first aspect explored is the silence of students. Because speech shows the process of language acquisition and is also the precondition of language acquisition, it is crucial to discover and understand the reasons for some students’ unwillingness to speak (Baran-Lucarz, 2014). The project explains the willingness to communicate and the cultural variations in learning. The second aspect of a low-energy classroom in this project is the ESL teacher lack of enthusiasm. If the teacher lacks enthusiasm, a variety of student outcomes are affected, such as interests, learning achievements, motivation, and enjoyment.
The project aims to increase students’ willingness to communicate and to support ESL teachers in creating an engaging and communicative classroom. Undoubtedly, the main reason of creating the project is to motivate students to express their ideas in English, but the ultimate goal of creating the project is to inspire their curiosity and creativity, to empower their thinking, which is the meaning of education.
This field project includes a handbook that covers three trending themes in education: design thinking, improvisation, and field trips. In each unit, there are four sections named Lead in, Objectives and Outcomes, Activity, and Tips and Resources. The highlight features of the project are innovative and engaging classroom activities, relevant and authentic scenarios, communicative language practices, student-centered methodology, eye-catching photos and helpful resources.
"],"dc:identifier":["https://repository.usfca.edu/capstone/671"],"dc:subject":["ESL","Teacher Enthusiasm","Reticence","Teaching Energy","Communicative Language Teaching","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"],"dc:title":["Creating an Energetic Classroom: A Handbook for ESL Teachers"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:44:13Z"}