Our methodology is rooted in educational cybernetics, Constructivism and cognitive science. Novelty stirs curiosity, competition keeps the attention, and cooperation deepens learning.
Nothing could be more clear about the failure of current approaches and materials than the fact that 75% of the students who attempt to reach a satisfactory score on the IELTS find it too great a challenge. We are bringing serious gaming to language learning for the IELTS. Applied to an ever-widening range of subjects, serious gaming has held a key place in university curricula of the West for decades.
The benefits go beyond having an affordable IELTS curriculum that improves on the texts. English Games Academy matches an intimate knowledge of the test with the most engaging and successful methods of learning. The instructional system design uses the principles of educational cybernetics, applied research in Constructivism, and new findings in cognitive science to support and encourage the learner in skill-building. Each app has a set of objectives, in grammar or what we call ‘high value IELTS behaviours’ and used as directed will increase student control, confidence and competence.
Students are more successful because they are more engaged. The program requires the student to spend time completing the practicum, but they will save time not repeating the test over and over. The practicum requires effort but that effort is completely supported, and rewarded with an IELTS score boost. And we license schools for a fraction of what students currently pay per class.
The following are the apps matched with the skills students will develop.
Collaborative and competitive games work to train students to identify proper response types, sharpen paraphrasing, generate more sentence variety, recognize opportunities to use IELTS ‘high-value’ verb tenses, and do it all under time and other pressures.
The apps also reinforce some general ESL goals to improve vocabulary, word formation, spelling and vowel pronunciation, to generally increase the fluency score.
Make Sense! comes in hard or app form and use a 450 card deck with rules for multiple games for constructing sentences of ascending difficulty, played competitively and cooperatively. The method appeals to the pattern-learning part of the brain, the part used in childhood to boost a phenomenal rate of language learning. Self-propelled, dynamic and interactive, no one knows how a sentence will turn out! Working with the natural curiosity and competitiveness of each player, it provides what dry exercises in sentence parsing and rule-learning cannot – enjoyment that is also effective. Make Sense! supports more natural and fluent speech, and helps students meet criteria for the essay form of writing. It adapts to emphasize objectives in punctuation, stress and pronunciation.
Sentence variety is critical to a higher level IELTS score. Make Sense! works by reproducing the childhood advantage related to pattern-learning. The student is relieved from the distractions of generating the correct verb tense and vocabulary, so that models of viable sentence patterns become the sole focus. Patterns are eventually used at speed as students move through the games. Cumulative and complex sentences are the focus of our first deck.
Regular use of our strategy lessons, practicum environment and the criteria for marking assignments will increase teacher confidence and competence at IELTS candidate preparation. We also provide teacher training in strategies to optimize scores in Speaking and Writing, and how to reinforce winning choices in the test situation, all reinforced by the activities. The creation of leagues for extra-school competitions, teacher chat lines, blogs, and webinars will reinforce support of the EGA user communities. Licences come with or without the school’s own branding on the interfaces.
There is a shortage of native English-speakers willing and qualified to teach but we understand the poor performance on the IELTS is the result of a number of other factors:
Ignorance of how the IELTS speaking and writing tasks are actually scored and what optimal strategies to use, and that includes even native English speakers with teaching qualifications
A lack of professional IELTS teacher texts, which results in a grammar-heavy approach to candidate preparation
Teaching methods that addressy knowledge without skill-building and actually reduce practice and feedback
For IELTS training in developing countries, there are many benefits.
An effective, fun and modern IELTS curriculum translates into happier students, better attendance, higher scores, a better school reputation, increased enrollment, higher profits, and deeper business owner satisfaction.
Unlike many classrooms today, EGA-supported students pursue measurable and visible goals and get constant feedback on progress. They can also learn in and out of the classroom.
In contrast to the situation in many learning centers now, teachers are supported by a reliable digital system. They spend less time spend preparing materials and quizzes to cover basic objectives, and more time providing the rich, experiential learning that only human conversation can.
For a fraction of the fee paid by each student for an IELTS class, we license digital learning programs to the schools who work so hard to provide personal support to their IELTS students. Our system increases productivity by freeing teachers from developing materials, so they spend more time in the classroom. More teachers spending more time teaching means schools can increase student learning hours, and therefore revenues. We understand the challenges learning centers face trying to provide a satisfactory experience for IELTS candidates. We can help if you