Rank | CSFs | Statement of Success (common features) | KPIs | Metric |
1 | Course | Using football genuine resources & materials | Using and teaching authentic input and real-world contents and materials from the AFC, FIFA etc. | Comparative analysis of learner’s language comprehension and production with the authentic input |
Showing original videos (football talk shows, players’ interviews, match commentary, etc.) with subtitles | Simplification of authentic input and increasing the efficiency of materials | Conversation and discourse analysis of learners’ production in role-plays, tasks and activities | ||
Focusing on speaking & writing | Assigning writing tasks and speaking activities | Assessing accuracy and fluency of learners’ production | ||
2 | Instructor’s characteristics | Experienced and knowledgeable in football | Employing knowlegeable and motivated teachers in Football | Teacher’s background or pre-service training received in content knowledge |
Rapport & good relations with learners
| Making and maintaining warm and continuous online connections with learners outside the class | Learner’s turn taking, responsiveness, participation, volunteering & giving feedback in the class | ||
Patience, attraction & creativity in teaching | Attracting learners and maintaining motivated | Number of dropped-out learners, learner’s inactivity time in the class, number of absent learners each session | ||
3 | Learner’s characteristics | Changing learners’ attitude about learning English for football | Highlighting and demonstrating the importance and usability of English for football | The level of learner’s inclination to participate in different tasks and activities |
Increasing learners’ motivation | Offering extra points, and awarding certificate at the end of the course | Continuation of active participation throughout the course, and rate of passed scores | ||
Increasing learners’ self-confidence in English language | Inviting foreign guests in football to have disucssion, Q&A and speech with learners | Learner’s turn taking to voice ideas, ask questions, respond etc. | ||
4 | Learning Environment | Multimodality of the online class/platform | Activating and maintaining learner’s multiple intelligence | Learner’s participation in different tasks os four skills |
Availability of online dictionary in the class | Intriguing learner’s curiosity and motivation to look up new words and idioms | Number of learner’s references to use dictionary or search engines | ||
Possibility of doing online homework & exercises | Increasing learners’ engaged time during the course and out of the class | Completion of online tasks by the learners |