26. I give my students opportunities to experience success in their learning
26. I give my students opportunities to experience success in their learning Never

26. I give my students opportunities to experience success in their learning Rarely

26. I give my students opportunities to experience success in their learning Sometimes

26. I give my students opportunities to experience success in their learning Often

26. I give my students opportunities to experience success in their learning Always

27. I give clear instructions for tasks by modelling
27. I give clear instructions for tasks by modelling Never

27. I give clear instructions for tasks by modelling Rarely

27. I give clear instructions for tasks by modelling Sometimes

27. I give clear instructions for tasks by modelling Often

27. I give clear instructions for tasks by modelling Always

28. I set class rules myself rather than allowing my students to do so
28. I set class rules myself rather than allowing my students to do so Never

28. I set class rules myself rather than allowing my students to do so Rarely

28. I set class rules myself rather than allowing my students to do so Sometimes

28. I set class rules myself rather than allowing my students to do so Often

28. I set class rules myself rather than allowing my students to do so Always

29. I explain the importance of class rules to my students
29. I explain the importance of class rules to my students Never

29. I explain the importance of class rules to my students Rarely

29. I explain the importance of class rules to my students Sometimes

29. I explain the importance of class rules to my students Often

29. I explain the importance of class rules to my students Always

30. I encourage my students to give suggestions for improving the course
30. I encourage my students to give suggestions for improving the course Never

30. I encourage my students to give suggestions for improving the course Rarely

30. I encourage my students to give suggestions for improving the course Sometimes

30. I encourage my students to give suggestions for improving the course Often

30. I encourage my students to give suggestions for improving the course Always

31. I share my personal interests with my students
31. I share my personal interests with my students Never

31. I share my personal interests with my students Rarely

31. I share my personal interests with my students Sometimes

31. I share my personal interests with my students Often

31. I share my personal interests with my students Always

32. I use activities that familiarise students with the target culture
32. I use activities that familiarise students with the target culture Never

32. I use activities that familiarise students with the target culture Rarely

32. I use activities that familiarise students with the target culture Sometimes

32. I use activities that familiarise students with the target culture Often

32. I use activities that familiarise students with the target culture Always

33. I encourage my students to use English outside the classroom
33. I encourage my students to use English outside the classroom Never

33. I encourage my students to use English outside the classroom Rarely

33. I encourage my students to use English outside the classroom Sometimes

33. I encourage my students to use English outside the classroom Often

33. I encourage my students to use English outside the classroom Always

34. I teach my students self-learning strategies
34. I teach my students self-learning strategies Never

34. I teach my students self-learning strategies Rarely

34. I teach my students self-learning strategies Sometimes

34. I teach my students self-learning strategies Often

34. I teach my students self-learning strategies Always

35. I try to establish a good rapport with my students
35. I try to establish a good rapport with my students Never

35. I try to establish a good rapport with my students Rarely

35. I try to establish a good rapport with my students Sometimes

35. I try to establish a good rapport with my students Often

35. I try to establish a good rapport with my students Always

36. I investigate my students learning needs
36. I investigate my students learning needs Never

36. I investigate my students learning needs Rarely

36. I investigate my students learning needs Sometimes

36. I investigate my students learning needs Often

36. I investigate my students learning needs Always

37. I show my students that I care about them as people
37. I show my students that I care about them as people Never

37. I show my students that I care about them as people Rarely

37. I show my students that I care about them as people Sometimes

37. I show my students that I care about them as people Often

37. I show my students that I care about them as people Always

38. I am careful to avoid embarrassing my students when giving feedback
38. I am careful to avoid embarrassing my students when giving feedback Never

38. I am careful to avoid embarrassing my students when giving feedback Rarely

38. I am careful to avoid embarrassing my students when giving feedback Sometimes

38. I am careful to avoid embarrassing my students when giving feedback Often

38. I am careful to avoid embarrassing my students when giving feedback Always

39. I encourage my students to set specific, learning goals for themselves
39. I encourage my students to set specific, learning goals for themselves Never

39. I encourage my students to set specific, learning goals for themselves Rarely

39. I encourage my students to set specific, learning goals for themselves Sometimes

39. I encourage my students to set specific, learning goals for themselves Often

39. I encourage my students to set specific, learning goals for themselves Always

40. I use activities which allow my students to mix
40. I use activities which allow my students to mix Never

40. I use activities which allow my students to mix Rarely

40. I use activities which allow my students to mix Sometimes

40. I use activities which allow my students to mix Often

40. I use activities which allow my students to mix Always

41. I highlight and review class learning goals with my students
41. I highlight and review class learning goals with my students Never

41. I highlight and review class learning goals with my students Rarely

41. I highlight and review class learning goals with my students Sometimes

41. I highlight and review class learning goals with my students Often

41. I highlight and review class learning goals with my students Always

42. I create a supportive classroom environment so my students feel encouraged to take risks
42. I create a supportive classroom environment so my students feel encouraged to take risks Never

42. I create a supportive classroom environment so my students feel encouraged to take risks Rarely

42. I create a supportive classroom environment so my students feel encouraged to take risks Sometimes

42. I create a supportive classroom environment so my students feel encouraged to take risks Often

42. I create a supportive classroom environment so my students feel encouraged to take risks Always

43. I ask my students what they like about the course/ learning process
43. I ask my students what they like about the course/ learning process Never

43. I ask my students what they like about the course/ learning process Rarely

43. I ask my students what they like about the course/ learning process Sometimes

43. I ask my students what they like about the course/ learning process Often

43. I ask my students what they like about the course/ learning process Always

44. I encourage students to be realistic about their language learning goals
44. I encourage students to be realistic about their language learning goals Never

44. I encourage students to be realistic about their language learning goals Rarely

44. I encourage students to be realistic about their language learning goals Sometimes

44. I encourage students to be realistic about their language learning goals Often

44. I encourage students to be realistic about their language learning goals Always

45. I make sure tasks are challenging but doable for my students
45. I make sure tasks are challenging but doable for my students Never

45. I make sure tasks are challenging but doable for my students Rarely

45. I make sure tasks are challenging but doable for my students Sometimes

45. I make sure tasks are challenging but doable for my students Often

45. I make sure tasks are challenging but doable for my students Always

46. I make myself available to my students outside class time
46. I make myself available to my students outside class time Never

46. I make myself available to my students outside class time Rarely

46. I make myself available to my students outside class time Sometimes

46. I make myself available to my students outside class time Often

46. I make myself available to my students outside class time Always

47. I invite former/senior students to share their learning experiences
47. I invite former/senior students to share their learning experiences Never

47. I invite former/senior students to share their learning experiences Rarely

47. I invite former/senior students to share their learning experiences Sometimes

47. I invite former/senior students to share their learning experiences Often

47. I invite former/senior students to share their learning experiences Always

48. I use humour in my classroom
48. I use humour in my classroom Never

48. I use humour in my classroom Rarely

48. I use humour in my classroom Sometimes

48. I use humour in my classroom Often

48. I use humour in my classroom Always

49. I give immediate feedback to my students
49. I give immediate feedback to my students Never

49. I give immediate feedback to my students Rarely

49. I give immediate feedback to my students Sometimes

49. I give immediate feedback to my students Often

49. I give immediate feedback to my students Always

50. I reward my students when they succeed
50. I reward my students when they succeed Never

50. I reward my students when they succeed Rarely

50. I reward my students when they succeed Sometimes

50. I reward my students when they succeed Often

50. I reward my students when they succeed Always

51. I start all my lessons with the same presentation technique
51. I start all my lessons with the same presentation technique Never

51. I start all my lessons with the same presentation technique Rarely

51. I start all my lessons with the same presentation technique Sometimes

51. I start all my lessons with the same presentation technique Often

51. I start all my lessons with the same presentation technique Always

52. I use tasks that are well below my students' ability
52. I use tasks that are well below my students' ability Never

52. I use tasks that are well below my students' ability Rarely

52. I use tasks that are well below my students' ability Sometimes

52. I use tasks that are well below my students' ability Often

52. I use tasks that are well below my students' ability Always

53. I help my students to get to know each other
53. I help my students to get to know each other Never

53. I help my students to get to know each other Rarely

53. I help my students to get to know each other Sometimes

53. I help my students to get to know each other Often

53. I help my students to get to know each other Always

54. I show my students how much they have progressed or learnt
54. I show my students how much they have progressed or learnt Never

54. I show my students how much they have progressed or learnt Rarely

54. I show my students how much they have progressed or learnt Sometimes

54. I show my students how much they have progressed or learnt Often

54. I show my students how much they have progressed or learnt Always

55. I explain why a task is meaningful or relevant
55. I explain why a task is meaningful or relevant Never

55. I explain why a task is meaningful or relevant Rarely

55. I explain why a task is meaningful or relevant Sometimes

55. I explain why a task is meaningful or relevant Often

55. I explain why a task is meaningful or relevant Always

56. I use tasks that allow my students to interact with each other
56. I use tasks that allow my students to interact with each other Never

56. I use tasks that allow my students to interact with each other Rarely

56. I use tasks that allow my students to interact with each other Sometimes

56. I use tasks that allow my students to interact with each other Often

56. I use tasks that allow my students to interact with each other Always

57. I encourage my students to assess themselves
57. I encourage my students to assess themselves Never

57. I encourage my students to assess themselves Rarely

57. I encourage my students to assess themselves Sometimes

57. I encourage my students to assess themselves Often

57. I encourage my students to assess themselves Always

58. I teach my students how to use self-motivating strategies
58. I teach my students how to use self-motivating strategies Never

58. I teach my students how to use self-motivating strategies Rarely

58. I teach my students how to use self-motivating strategies Sometimes

58. I teach my students how to use self-motivating strategies Often

58. I teach my students how to use self-motivating strategies Always

59. I remind my students of the benefits of learning English
59. I remind my students of the benefits of learning English Never

59. I remind my students of the benefits of learning English Rarely

59. I remind my students of the benefits of learning English Sometimes

59. I remind my students of the benefits of learning English Often

59. I remind my students of the benefits of learning English Always

60. I use a short opening activity to relax and help my students to focus
60. I use a short opening activity to relax and help my students to focus Never

60. I use a short opening activity to relax and help my students to focus Rarely

60. I use a short opening activity to relax and help my students to focus Sometimes

60. I use a short opening activity to relax and help my students to focus Often

60. I use a short opening activity to relax and help my students to focus Always

61. I avoid using authentic cultural material which is not from the coursebook
61. I avoid using authentic cultural material which is not from the coursebook Never

61. I avoid using authentic cultural material which is not from the coursebook Rarely

61. I avoid using authentic cultural material which is not from the coursebook Sometimes

61. I avoid using authentic cultural material which is not from the coursebook Often

61. I avoid using authentic cultural material which is not from the coursebook Always

62. I tell my students that they can learn if they make the necessary effort
62. I tell my students that they can learn if they make the necessary effort Never

62. I tell my students that they can learn if they make the necessary effort Rarely

62. I tell my students that they can learn if they make the necessary effort Sometimes

62. I tell my students that they can learn if they make the necessary effort Often

62. I tell my students that they can learn if they make the necessary effort Always

63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy
63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy Never

63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy Rarely

63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy Sometimes

63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy Often

63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy Always

64. I use authentic tasks (to prepare my students for real life situations)
64. I use authentic tasks (to prepare my students for real life situations) Never

64. I use authentic tasks (to prepare my students for real life situations) Rarely

64. I use authentic tasks (to prepare my students for real life situations) Sometimes

64. I use authentic tasks (to prepare my students for real life situations) Often

64. I use authentic tasks (to prepare my students for real life situations) Always

65. I encourage my students to teach each other
65. I encourage my students to teach each other Never

65. I encourage my students to teach each other Rarely

65. I encourage my students to teach each other Sometimes

65. I encourage my students to teach each other Often

65. I encourage my students to teach each other Always

66. I make tasks attractive by using games and competitions
66. I make tasks attractive by using games and competitions Never

66. I make tasks attractive by using games and competitions Rarely

66. I make tasks attractive by using games and competitions Sometimes

66. I make tasks attractive by using games and competitions Often

66. I make tasks attractive by using games and competitions Always

67. I match tasks to my students' needs/ interests rather than exam requirements
67. I match tasks to my students' needs/ interests rather than exam requirements Never

67. I match tasks to my students' needs/ interests rather than exam requirements Rarely

67. I match tasks to my students' needs/ interests rather than exam requirements Sometimes

67. I match tasks to my students' needs/ interests rather than exam requirements Often

67. I match tasks to my students' needs/ interests rather than exam requirements Always

68. I remind students that mistakes are a natural part of learning
68. I remind students that mistakes are a natural part of learning Never

68. I remind students that mistakes are a natural part of learning Rarely

68. I remind students that mistakes are a natural part of learning Sometimes

68. I remind students that mistakes are a natural part of learning Often

68. I remind students that mistakes are a natural part of learning Always

69. I select tasks from the course book even if they do not relate to students’ real life experiences
69. I select tasks from the course book even if they do not relate to students’ real life experiences Never

69. I select tasks from the course book even if they do not relate to students’ real life experiences Rarely

69. I select tasks from the course book even if they do not relate to students’ real life experiences Sometimes

69. I select tasks from the course book even if they do not relate to students’ real life experiences Often

69. I select tasks from the course book even if they do not relate to students’ real life experiences Always

70. I offer a variety of tasks to my students
70. I offer a variety of tasks to my students Never

70. I offer a variety of tasks to my students Rarely

70. I offer a variety of tasks to my students Sometimes

70. I offer a variety of tasks to my students Often

70. I offer a variety of tasks to my students Always