Quick answer: Students who only use English in lessons progress slowly. Get them practising out of class by giving the practice a social anchor: a class group online with a weekly question, individualised reading and listening based on what they already enjoy in their own language, and arranged real-world speaking – regular video-call conversation slots or small-talk missions – with feedback in the next lesson.
Delivering super lessons is only part of our job as EFL teachers. Our main aim should be to inspire students to use their English outside of classes, to take ownership and practise in their own time. This is because English that is limited to lessons will not progress quickly. Equally, students who only practise in lessons can become fearful of actually using the language outside of the safety of the classroom.
With this in mind, how best can we help build that bridge between classroom and real-life English? I have listed a few ideas below because, with just a little thought, I believe it is possible encourage even the most reluctant of learners to enjoy exploring the language outside of formal lessons.
1. Start a closed class group online
A closed Facebook group works well for adult classes. Pose a question each week that you’d like the class to respond to. Here's an example:
"Where would you most like to live and why?"
Encourage students to comment on posts. As a teacher I wouldn’t correct publicly because this is about stimulating English conversation rather than grammar-shaming, but when you post you could include a tip on how to respond correctly. E.g:
"This week’s question is: where would you most like to live and why? (Second conditional, everyone!)"
Why this works: Feedback is motivational and the collaborative nature of the task should keep people engaged.
2. Mimic what they read and listen to in their own language
In class, get students to ask their partners about what they like to read/listen to in their own language. Then as homework, encourage each student to find a blog, songs, news articles etc. in English to read/listen to between lessons on their chosen topic. Next week, have them talk to their partner about what they are reading/listening to and why it is interesting. Try to incorporate a slot each week where students can briefly share what they are doing in English outside of class with each other. Graded sites help here: Breaking News English for current affairs fans and BBC Learning English for short video and audio on almost any topic.
Why this works: It is essentially individualised homework. Students are more likely to engage in English outside of class if they find the topic interesting. Having a deadline (next class) and knowing they are having to feed back keeps the task in focus so they more likely to do it.
3. Encourage real-world speaking practice
If teaching in a non-English speaking country, can you arrange your class into video-call chat groups or partnerships? A free group call on Zoom, Meet or Teams – or simply their phones – is all it takes. Have each group/pair arrange a regular 20 minute conversation slot in English each week. You could provide topics to start with. If you are in an English speaking country, you could encourage students to:
- make conversation/small talk at the shops
- answer telemarketing calls (with care)
- strike up a conversation with someone with a dog in the street.
To get the ball rolling, think in class about conversation openers e.g.
"What a lovely dog. What breed is it?"
Why this works:
This helps students overcome their fear of using English in an outside/natural setting. Have pairs or groups report back on the conversations they have had next class. (If you teach 1-to-1 online, the same principle applies – see our guide to teaching English by video call.)
Which out-of-class task suits which student?
| Student type | Best out-of-class task | Class follow-up |
|---|---|---|
| Busy professional | Ten minutes of graded news or a podcast on their commute | Two-minute summary to a partner |
| Sociable adult class | Weekly class-group question online | Read out the best responses; highlight one language point |
| Teens | English music, YouTube or gaming content they already like | Share-and-recommend slot in pairs |
| Shy or low-confidence learners | Scripted small-talk missions with prepared openers | Report back: what did you say, what did they reply? |
| Exam students | Timed practice tasks plus one 'fun' input of their choice | Peer-check answers; discuss the fun input in English |
The pattern in every row: the task is chosen to fit the learner, there is a deadline, and there is always feedback in the next lesson. For a bank of concrete between-lesson tasks, see our great homework ideas for ESL students – the two posts work as a pair.
How do I keep the momentum going all term?
As teachers, it really helps to view lessons as a springboard for further learning rather than the sum total of a student’s English learning experience. The above ideas are designed for just this purpose.
Two habits keep the bridge standing. First, protect the feedback slot: the moment reporting-back gets squeezed out of lessons, out-of-class practice quietly dies. Five minutes at the start of class is enough. Second, feed the classroom end of the bridge: lively lessons make students want more English, not less – our tips for TEFL discussion classes, these 5 TEFL warmers and our ready-to-print instant TEFL lessons are all built around exactly that kind of communicative momentum.
What are your ideas for encouraging students to become autonomous learners, keen to explore and engage in English for themselves? Why not share your experiences below?
Frequently asked questions
How do I get students to use English outside class?
Anchor the practice socially: a weekly class-group question, individualised reading or listening students choose themselves, and arranged conversation slots. Always attach a deadline and a feedback moment in the next lesson – students do out-of-class tasks when they know someone will ask about them.
How can I adapt these ideas for beginners?
Shrink the task, not the habit: five minutes of graded listening, three new words found on a food label, or one prepared small-talk exchange. Give beginners the exact sentences to use and let them report back in their own words. Early wins outside class build confidence faster than anything you do inside it.
Do these techniques work for online-only students?
Yes – arguably they matter more, because online students often have no other English contact. Set the between-lesson input (an article, a short video) as preparation, keep a shared document of corrections to revise, and use the first five minutes of each video lesson for reporting back.
What if students simply don't do it?
Reduce the task until it is too small to refuse, tie it to their interests, and make the feedback slot public but kind. Peer pressure works: when half the class reports back on podcasts and small-talk wins, the rest usually join in within a couple of weeks.
Louisa Walsh, Course Director, Global English TESOL