Like other performance‐based subjects such as theater or music, pronunciation is heavily time‐dependent because students need plentiful opportunities to receive input, practice skills, and get coaching and feedback from their teachers. When the Language Education and Partnerships Intensive English Program at Wright State University offered a short‐term, campus/community adult ESL pronunciation course, the course planner/teacher chose Microsoft's Office 2016 OneNote Class Notebook (ONCN) program to compensate for time and availability issues common to adult learners that would interfere with their characteristic desires to see substantial progress as they engage in personally significant activities in a low‐stress environment. ONCN's capacity for handling multiple data types, providing individualized content, and delivering multiple computer‐assisted pronunciation technologies on demand increased the flexibility and efficiency of delivering content, practice opportunities, and teacher–student interaction. Digital class notebooks were created, consisting of a content library to maintain reference and course materials, a collaboration space for cooperative learning activities, and individual student notebooks containing weekly assignments and individualized materials and practice opportunities. Students could also make audio and video recordings of themselves for teacher and self‐assessment and submit scripts to receive model recordings from the teacher. This article details how teachers can create and use course notebooks with ONCN to expand pronunciation learning opportunities.

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Choosing the right word to express meaning can be a challenge for English language learners (ELLs) in both English as second language and English as a foreign language settings, persisting through all proficiency levels in productive language use for several reasons. In order to make correct word choices, ELLs must master the various aspects of a word, including potential multiple meanings, register, connotation, collocation, and other usage aspects. However, learners are typically taught only surface-level skills for using a dictionary or thesaurus but not the deeper skills for systematically solving semantic errors. To help instructors effectively plan instruction to teach ELLs these skills, this conceptual article introduces a six-step semantic problemsolving model for both guiding ELLs in solving semantic choice problems and helping teachers plan instruction.Charts of metalexicographical knowledge, skills, and strategies and of various semantic reference resources with their strengths and weaknesses are included along with a demonstration of how this model can guide ELLs in solving a specific semantic problem. The model in its entirety is most suitable for high school or college ELLs with intermediate proficiency and above. Teachers of younger or lower proficiency learners may simplify this model to gradually build the foundation for systematic semantic problem solving. 2 of 16 | EVERLY and CaI | INTRODUCTIONIt's writing conference day. The teacher and the student sit down to look over the student's latest draft. Noticing an error, the teacher points to a sentence that says, "When you are done, bring me the ready document." "There's a word choice mistake in this sentence." Observing good pedagogical practice, the teacher uses a leading question to promote learner autonomy. After all, you can't teach everything in class, and sooner or later students have to be able to figure these things out for themselves. "Can you find it?"The student stares at the sentence. It looks right-just like it did when he chose the ready document to express his idea. "No."The teacher points to the sentence and tries again, giving a little more support. "Here it is. 'Ready document.' What's wrong with it?" "It's wrong? I thought it was right. That's why I used it." One more try. Keep the responsibility on the student. Don't give away too much information. "Well, it's not. How can you fix it?" More confusion on the student's part. "I don't know. What's wrong with it?" The teacher, becoming more conscious of the student's knowledge limitations, replies, "You picked the wrong word here." "What is the right word?" "You should find that out for yourself. Look it up." "I did look it up. I found this word." "Well, it's not right." The teacher repeats. "You cannot use ready before document here." "Why not? What should I use instead?"And so it goes. This sort of thing happens all the time in both English as a second language (ESL) and English as a foreign language (EFL) settings. In fact, the majority of productive language errors have to do ...

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