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The E-Factor: Efficiency
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None of these conditions, however, will be sufficient if there is a lack of motivation, and in the absence of some external motivational factor (for example, an examination, or the anticipation of opportunities to use the language)
And it is the teachers’ job to choose tasks and materials that engage the learners.
Efficacy factor
Ease factor
Will it work?
The easier an activity is to set up, the better it is.
But, realistically, painstaking preparation is not always going to be possible.
The most teachers lead busy lives, have many classes, and simply cannot afford to sacrifice valuable free time preparing elaborate classroom materials.
This factor is the least easy to evaluate.
We have to operate more on hunch than on hard data.
There are tests, and these can provide feedback to the teacher on the efficacy of the teaching/learning process.
Economy factor
The shorter the better.
Given that dealing with grammar is only a part of a teachers’ activities, and given that classroom time is very limited.
It would seem imperative that whatever grammar teaching is done as efficiently as possible.
When learning how to drive a car or operate a computer, a little prior teaching seems to be more effective than a lot. The more the instructor piles on instructions, the more confused the trainee is likely to become.
Efficiency, in turn, can be broken down into three factors: economy, ease, and efficacy
The E-Factor: Efficiency
Economy, Ease, and Efficacy.