Why can tell be problematic for my learners?

        The very technological nature of TELL requires the learners to demonstrate differentskills than in traditional foreign language learning. For some learners,this might create problems to achieve the aims with ease (e.g., some of themmay even have problems with the regular access to the Internet), even thoughtheir study results in traditional learning did not seem to be problematic.According to Burgerová (2007, p.218) teachers/tutors can anticipate problemsarising from technical inadequacy or inexperience with using technology.

        The beliefs of the learners about how learning happens can cause problems,since they do not correspond with the new programme. Learners will needenough time to get used to the new system. The initial tasks should thereforebe simple, clear and easy to achieve with shorter deadlines. Later the tasksmay become more ambitious and we can allow longer periods for autonomousprojects.

        Some learners approaching TELL for the first time may feel the lack of faceto-face contact with both tutors as well as other learners in the course andmight feel lost without your guidance. You need to take this into considerationwhen planning the programme and the tasks, e.g. including into the learningplan an opportunity to meet the tutor in person or via video conferencebesides the classes and giving the learners the chance to discuss the issueswith other learners online.

        Another problematic area which seems to hinder the learning process in TELLis that the learners are very often not used to effectively applying such learningstrategies as planning and monitoring of the learning process, reflectionor self-evaluation. In traditional teaching learners do not find much space fordeveloping these strategies since the teacher is the key person who makes allor most of the decisions and the learners just follow the rules.

        In general, learners sometimes have problems with their approach towardslearning independently. They are often more focused on the end product ratherthan the process. Moreover, most learners apply to foreign languageswhat is called a “surface approach”, which corresponds to the features of alongstanding, traditional conception of learning:

-Focus on the „signs“ (e.g., the text or instruction itself).
-Focus on discrete elements.
-Memorize information and procedures for tests.
-Treat assignments as something imposed by the instructor.
-External emphasis focusing on the demands of assignments and examsleading to a knowledge that is cut-off from everyday reality 
- Know both vocabulary and grammar, but English is not, and sentences incorrect
-Not know will choose well vocabulary because but are similar.
-write already not fluent idiom , do not be like the native speaker.
- Position of the incorrect Not know how it is arranged.


        How to solve the problem of pronunciation of English teachers. This method is received. Told a long time. And that is what English teachers already practice. But sometimes it is ignored and is not intended to be a top priority, that is. Whenever I teach new vocabulary. Teachers should be prepared to pronounce them correctly. Using knowledge of Phonetics, which is contained in both the education program. And humanities. Login to vote correctly. By checking the dictionary. The dictionary will tell the whole tone down (stressing) the meaning of each context. For example, the use of the word. And let them know that the word serves in a sentence as an adjective or a noun, etc. If you have a colleague whose language they can check pronunciation of native speakers, they can check the pronunciation of the owner. language directly. Should not feel any embarrassment. In doing so. And if it can be noted that the more knowledge you have ever taught. And save time if you need to add the chapter to teach the next time. 

        The failure of the teaching of English. Caused the performance of teachers who are not treated fully enough to say in another story. Sign in spoken sentences and some are not. Do not listen to it. The problem is more pronounced. Which communication can be achieved. Feedback is provided. Teachers of English to use English with students at all times. To language skills. And speaking to listening and language skills and to discuss the matter with the students to use language in everyday life. The authors understand that at this point. To use English with students in other situations outside the classroom with it. On the performance of teachers. Teaching English in Thailand, we should have two main reasons.

 Second, one A person with the ability to use the listening, speaking, reading and writing in good to excellent. To model the correct language to the students. This feature should be found in the humanities or liberal arts graduates who graduated. In English.

Secondly, an understanding of the psychology of learning of students of different ages are aware of the technique include the use of audiovisual equipment in order to make learning fun as well as smooth. And objectives of the lesson, this feature should be found in the graduate program in education. Or science teacher. Remember me, most of which is to be a teacher. Teachers, both of which are in the same person who taught English as an ideal, but in fact, a teacher who has both of them quite rare. From the author's experience in teaching English and experience teaching English and volunteering to help school children in areas where the author used to work at any time.  


        These problems occur with the students and teachers will not improve teaching and learning is difficult and students do not understand English. Today, English language education is the development of Thai children may be quite innovative to play a role in higher education, the teaching language is going to be difficult. We have studied the problem what is the problem of students who do not like English. The students think that learning English is a difficult subject and not focus on daily life is so much attention to this class, including teachers, there is no incentive for students to learn English. These problems can occur, but not large and difficult problems so far. We will develop the analysis will need to develop a teacher first and then develop the student to take effect.