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Language teachers know that remote teaching accentuates differences within a class. Students who need more time, repetition and reassurance can feel lost ¨C unless we intentionally design for them. This guide explains how to support weaker learners online, assist struggling students remotely, and help language students who find classes difficult, all without slowing down the rest of the students. Using clear routines, inclusive online teaching and the right tools, you can create virtual classrooms where confidence and progress grow for every learner.

Start with clarity and differentiation in online language teaching

Differentiation in online language teaching begins with a precise understanding of all your students' needs.

• Run brief skill checks at the start of each unit (listening, reading, vocabulary, grammar); a handful of well-targeted items reveals where weaker learners need focus.
• Map access and conditions. Ask about device type, bandwidth and study environment to plan contingencies for low-tech days.
• Set one micro-goal per learner per week (for example, ¡°Use three new adjectives to describe a photo.¡±). Small, specific goals keep momentum.

Remote teaching strategies for mixed-ability classes

Mixed ability is the norm online. Structure your lessons to reduce cognitive load and keep every learner engaged; again this helps support struggling learners.

• Use a predictable flow: Connect (review and warm-up) > Input (listening/reading) > Focus (language noticing) > Practice (guided) > Use (communicative) > Reflect (self-check).

Offer "must / should / could" pathways:

• Must secure essential outcomes for all learners
• Should consolidate skills for those ready to go further
• Could stretch confident learners without overwhelming others

Keep tasks short (5¨C8 minutes) and signal the mode clearly (listen, read, speak, write).

Scaffolding techniques for online language learning

Weaker learners thrive on intentional scaffolds that lower barriers and build independence.

Listening

• Pre-teach a handful of key words with visuals or quick gestures.
• Play audio in short chunks with a single purpose each time: gist, detail, then language noticing.
• Reveal transcripts only after the second listen to confirm understanding, not replace it.

Reading

• Set a clear purpose (¡°Find two reasons the writer gives for¡­¡±) before reading.
• Provide mini glossaries and encourage highlights and margin notes.
• Model skimming and scanning strategies with a quick think-aloud.

Speaking

• Share sentence frames and functional language (¡°I agree because¡­¡±, ¡°Could you clarify¡­?¡±).
• Give rehearsal time with private voice notes before live speaking.
• Use small groups with roles (timekeeper, summarizer, supporter) and prompt cards.

Writing

• Co-construct a model paragraph, then move to guided writing with checklists and word banks.
• Encourage drafting and redrafting with a single improvement focus (for example, verb endings).

Online ESL support strategies like these are included in many tasks, making it easier to scaffold without reinventing materials.

How to engage weaker learners during online lessons

Engagement is a design choice. Create multiple entry points and safe participation.

• Offer varied response modes: chat, polls, reactions and voice. Let learners choose their on-ramp.
• Structure breakout rooms intentionally. Pair confident learners with developing ones, share clear prompts and keep instructions visible.
• Visit rooms to coach, not catch. Praise specific behaviors (¡°Nice turn-taking and great use of follow-up questions.¡±).

Inclusive teaching online is about psychological safety. Normalize effort and mistakes: ¡°Thanks for trying that structure ¨C let¡¯s polish it together.¡±

Ways to motivate struggling students in virtual classrooms

Students are most motivated when their progress is visible and they receive constructive, concise feedback.

• Use quick, auto-graded practice for instant wins on accuracy.
• Keep teacher feedback focused: one or two points per task, delivered as short audio/video notes when possible.
• Allow resubmission with a success criterion (¡°Record again aiming for clearer word endings.¡±).
• Celebrate micro-achievements publicly (with consent) and privately to build self-belief.

Tips for supporting mixed-ability groups online

Build independence with targeted asynchronous supports.

• Post short screencasts (under five minutes) explaining tricky points.
• Share downloadable task cards or checklists for low-bandwidth days.
• Encourage weekly learning logs: What I tried, What worked, What I¡¯ll try next.
• Use spaced repetition through assignable mobile practice.

How to adapt language lessons for different levels online

Planning for multiple levels is easier when you think in layers.

• Layer input: same topic, different text/audio lengths and complexity.
• Layer support: word banks, sentence frames and visuals for those who need more; open prompts for advanced learners.
• Layer outcomes: all learners meet the core objective; confident learners add a twist (for example, an extra opinion or example).

How to help low-level students in online classes

• Keep instructions concise and consistent. One slide = one task.
• Model, then co-construct before independent work.
• Use strategically: allow brainstorming in the first language, then pivot to English for performance.
• Provide accessible materials: readable fonts, captions, transcripts and mobile-friendly tasks.

Supporting your remote learners is both an art and a system. When you design with clarity, scaffold intentionally, and use the right digital supports, you can support weaker students remotely and online, as well as support struggling learners in language classes with confidence.

As economies around the world deal with the impact of AI on the workplace, the role of English is, if anything, gaining in importance. It has long been the?lingua franca?of international business but as AI starts to replace some of the more routine jobs at work, and AI translation is able to deal with some of the more transactional tasks, employers are looking more and more at recruiting employees with the soft or human skills that AI cannot currently replace. Skills such as communication, collaboration and leadership. English is no longer simply an entry requirement for a university education. It is the key to achieving many of life¡¯s goals.?

Given the importance of English for cross-border communication, it is vital that learners are guided by internationally-recognized standards. Standards such as the Common European Framework of Reference for Languages (CEFR) and the Global Scale of English (GSE). We sat down with Yukio Tono, professor at the Graduate School of Global Studies at Tokyo University of Foreign Studies and promoter of the CEFR in Japan, and Mike Mayor, Senior Director of the Global Scale of English at ɫèAV, to discuss the relevance of these two frameworks for English language education in Japan.??

We live in a world in which change is a constant. While change has always existed, lately it has definitely accelerated. There is an idea in society that we should embrace change and adopt whatever is new, with an underlying assumption ¨C wrong to many ¨C that what is new is always better.one that is often wrong

In the world of ELT, new materials are developed every year. It is unthinkable for most teachers to be using teaching materials that were published 10 years ago. Some would even claim that anything published before 2020 is already out-dated.

How does all this impact on the Global Scale of English (GSE) ¨C published over 10 years ago? When it was launched in 2014, it constituted a significant innovation in ELT. The following quotes were provided by ELT experts at the time of launch.