Author: Hsu-Ping Tuan

Hsu-Ping Tuan received her M.A. in TESOL through the PK-12 program at Teachers College, Columbia University. She also holds an M.S. in Brain Science from National Yang-Ming University, Taiwan. She was awarded the Teachers College, Columbia University John F. Fanselow Award for developing outstanding ESL materials. She is a certified ESL/ENL teacher in New York State, and has extensive teaching experience in the US and Taiwan. She dedicates herself to adapting ESL curriculum for students in EFL contexts so that students can achieve better learning outcomes. She is also interested in integrating the latest research findings of neuroscience and English teaching to facilitate students’ learning. Currently, she trains teachers for publishers and delivers talks on flipped learning for universities in Asia.

Helping Students Tackle Complex Texts with Close Reading

Tackling challenging texts is an overwhelming task for most students, even for strong readers. Close reading is an effective instructional strategy to help students interact with complex texts and gain deeper understanding of them. Close reading could also empower students to become strong, independent readers of highly complex texts (Sisson

Supporting Student Engagement in Academic Literacy in Content Areas

Are you interested in finding an approach to enhance language learners’ motivation by engaging them with authentic materials and content? Have you ever considered adopting content-based instruction (CBI) to boost students’ motivation and improve their language and content knowledge? What is content-based instruction? CBI is an approach that teachers use

How to Flip Your Classroom to Promote Discussions and Learner Autonomy

8 March 2019 Hsu-Ping Tuan Teaching Adults, Teaching Teens One comment

Flipped learning has not only been gaining popularity rapidly in recent years, but it has also become one of the biggest trends in classroom teaching. While having students be actively involved in their own learning, flipped learning can also lead to dramatic improvements in students’ academic performance (Talbert, 2017). Moreover,