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vocabulary, but because they have additional individual difficulties apart from the
distance environment which hinder their ability of communicating orally and verbally
in the target language.
Accordingly, in the second half of the course, I decided to change my focus to
‘developing these challenged students’ language learning skills by enhancing their
learning experiences inside of an online classroom’. Thus, I changed and finalized
my goals and SLOs in addition to my assessment plan based on these learners’ needs
and I was able to develop some useful units about topics of their personal interest that
emphasize on everything these learners lacked in class to get them more engaged,
motivated and encouraged to speak and communicate with others in English.
Undoubtedly, not all activities worked successfully with the learners at first.
Consequently, I edited some of them and implemented them over again in a different
way to see what works best with the students. Not only that, but I also eliminated
many activities that required a lot of mental effort from the learners to produce the
language, for example: follow-up comprehension check questions with no hints
provided as the texts in all the units are very easy to comprehend and discuss. After
editing most of the exercises, each student willingly and easily discussed the topics
through various activities which helped and encouraged them to produce the
language as the answers in a way or another were available on the discussion board in
the units, for example: unscramble the words to answer the question. These kind of
activities, somehow, made the students feel like they are producing the language
easily without the need of putting much effort which was very motivating for both;
myself and the learners as well.
At last, if I was to design another curriculum for an English course, I would at
least work in the same field of education for at least a year to give myself a chance to