Approach vs Method vs Technique in ESL: A Clear Guide for Teachers

Many ESL teachers get confused when they hear the words approach, method, and technique. These terms often come up in training sessions, books, or workshops, but the difference is not always clear. Some teachers even use them as if they mean the same thing.

In reality, they are different. An approach is your belief about how languages are learned. A method is the plan you follow to put that belief into practice. A technique is the actual classroom activity you use with students.

In this post, I will explain each one in very simple language and give you real classroom examples. By the end, you will be able to see the difference clearly and use this knowledge to make your lesson planning more effective.

What is an Approach in ESL?

An approach is the big idea or belief behind your teaching. It answers the question: What is language, and how should it be learned?

Think of it as your teaching philosophy. Your approach shapes everything you do in the classroom. If you believe language is mainly about communication, you will focus on speaking, interaction, and real-life situations. If you believe grammar rules are most important, you will focus on structure and accuracy.

For example, the Communicative Approach sees language as a tool for communication. Teachers who follow this approach create lessons with pair work, role-plays, and problem-solving tasks. The Lexical Approach sees language as “chunks” or word groups, so teachers focus on teaching collocations like make a decision or take a risk.

Your approach doesn’t change every day. It’s more like a foundation—a belief you carry with you as a teacher. Once you know your approach, it becomes easier to choose methods and techniques that match your classroom goals.

What is a Method in ESL?

A method is the plan or system you use to teach your students. It shows how you put your approach into action in the classroom.

If the approach is your belief, the method is the roadmap. It tells you what kinds of lessons to plan, how to organize activities, and what role the teacher and students will play.

For example, the Total Physical Response (TPR) method comes from the idea that learners understand language better when they move. In class, the teacher gives commands like “Stand up” or “Open the door,” and students act them out. This method works well if your approach values comprehension and active learning.

Another example is the Audiolingual Method, which focuses on repetition and drills. If your approach emphasizes accuracy and structure, this method uses patterns, substitution tables, and choral repetition to help learners practice forms.

Methods are flexible. You can choose one that fits your approach, your students’ level, and your teaching style. A good method will make it easier to select techniques for your lessons.

Also see: 11 Methods for Language Teaching That really Works

What is a Technique in ESL?

A technique is the specific activity or step you use in your classroom. It is what actually happens when students are learning.

If the approach is your belief, and the method is your plan, the technique is the action you take. Techniques are usually short, clear, and easy to repeat.

For example, in Total Physical Response (TPR), a technique could be: the teacher says “Jump” and students jump. In Communicative Language Teaching (CLT), a technique could be a role-play where students order food at a restaurant. In the Audiolingual Method, a technique could be a substitution drill like:

• Teacher: “I am eating.”
• Student: “I am drinking.”

Techniques are flexible. You can use many techniques in one lesson, as long as they support your approach and method. They are the “building blocks” of your teaching, helping students practice, understand, and use English effectively.

Difference Among Approach, Method, and Technique

A table makes this really clear for ESL teachers.

Here’s a simple Approach vs Method vs Technique table in easy English:

Aspect	Approach	Method	Technique
Definition	A belief about what language is and how it is learned	A system or plan to teach based on the approach	A specific classroom activity or action
Focus	Why and what we teach	How we teach	What we do in the classroom
Scope	Broad, theoretical	Structured, classroom-wide	Narrow, activity-level
Example (Classroom)	Language is for communication (Communicative Approach)	Task-Based Learning (students complete meaningful tasks)	Role-play ordering food, info-gap activity
Duration	Long-term, guides all lessons	Medium-term, applies to a course or unit	Short-term, lasts minutes in class
Teacher Role	Guides overall philosophy	Guides lesson organization	Guides activity execution
Student Role	Learner belief shapes learning style	Learners follow a structured plan	Learners perform or practice a task
Key Question	What is language for?	How do I teach this?	What exactly do students do now?

How They Fit Together (Approach → Method → Technique)

Now that we know what an approach, method, and technique are, it’s important to see how they connect. Think of it like a ladder:

Approach → Method → Technique

• The approach is the belief about language.
• The method is the plan for teaching based on that belief.
• The techniques are the classroom activities that put the plan into action.

Let’s look at a real example:

Example 1 – Communicative Approach:

• Approach: Language is for communication.
• Method: Task-Based Learning (students complete meaningful tasks).
• Techniques:
  1. Info-gap activity: Student A has information, Student B has different information; they ask questions to complete the task.
  2. Role-play: Students act out a situation, like ordering in a café.
  3. Report back: Groups present what they learned.

Example 2 – Form-Focused Approach:

• Approach: Accuracy comes first; grammar is important.
• Method: Audiolingual Method (drills and repetition).
• Techniques:
  1. Substitution drill: “I am eating” → “I am drinking.”
  2. Back-chaining: Break sentences into smaller parts for practice.
  3. Find-someone-who: Students ask questions to complete a grammar activity.

When you understand this connection, lesson planning becomes much easier. You can pick techniques that support your method, which aligns with your approach, and everything in the classroom makes sense.

Common Pitfalls Teachers Face

Even experienced ESL teachers sometimes mix up approaches, methods, and techniques. Here are the most common mistakes and how to fix them:

1. Mistaking a technique for a method

• Example: “We are doing role-plays, so we are teaching Communicative Language Teaching.”
• Fix: Remember, a role-play is just a technique. The method is the bigger plan that guides why and how you use it.

2. Using random activities without a plan

• Example: Fun games that don’t match your lesson goal.
• Fix: Always check that every activity supports your approach and method. Ask yourself: Does this help students achieve the outcome?

3. Over-correcting during fluency tasks

• Example: Stopping students in the middle of a role-play to correct every mistake.
• Fix: Separate fluency and accuracy. Focus on communication first, then give feedback.

4. Relying only on one method

• Example: Using drills for every lesson, even when students need communication practice.
• Fix: Blend methods when necessary. Be flexible but principled.

By avoiding these pitfalls, your lessons will feel more purposeful, and your students will learn more effectively.

How to Apply This in Your Classroom

Now that you understand approach, method, and technique, let’s see how to use them in real lesson planning. Here’s a simple step-by-step guide:

Step 1: Define your approach

• Write one sentence about your belief.
• Example: “English is mainly for communication, so I focus on meaningful speaking and listening activities.”

Step 2: Choose a method

• Pick a plan that fits your approach and your students’ level.
• Example: Task-Based Learning, TPR, Audiolingual Method, or a blend.

Step 3: Select techniques

• Pick 4–5 classroom activities that follow your method.
• Example flow:
  1. Pre-task noticing: Students look at a menu and highlight unknown words.
  2. Controlled practice: Substitution drill with phrases like “I would like…”
  3. Task activity: Info-gap role-play to order food.
  4. Report back: Groups present their order.
  5. Feedback: Teacher points out language mistakes and models corrections.

Step 4: Check alignment

• Ask yourself: Does each technique support my method? Does the method fit my approach?
• If yes, your lesson is coherent and purposeful.

Step 5: Be flexible

• Some lessons may need a mix of methods or techniques.
• The key is to keep your approach clear and your goal in mind.

By following these steps, you make lesson planning easier, more organized, and more effective. Students learn better when every activity connects to your big teaching idea.

Conclusion

Understanding the difference between approach, method, and technique makes teaching much clearer and easier. Your approach is your belief about language, your method is the plan you use to teach, and your techniques are the activities you do in class.

When you know how they fit together, every lesson becomes purposeful. You can choose techniques that support your method, and methods that align with your approach. This makes your teaching more effective, organized, and meaningful for your students.

Remember: Approach = WHY/WHAT, Method = HOW, Technique = WHAT. Keep this in mind, and your lesson planning will be smoother, more intentional, and more successful.

FAQs: Approach, Method, and Technique in ESL

1. Why do ESL teachers need to know the difference between approach, method, and technique?
Knowing the difference helps teachers plan lessons that are clear, effective, and purposeful. Each layer guides the next.

2. Can a teacher mix approaches in one class?
Yes. You can combine approaches if it supports learning goals, but always be clear about your main approach.

3. Is Communicative Language Teaching an approach or a method?
It can be seen as both. CLT is a philosophy (approach) and also a practical plan (method) depending on how you use it.

4. What is the difference between a technique and an activity?
A technique is a specific action (like a substitution drill). An activity is a broader category that can include multiple techniques.

5. How does Task-Based Learning fit into this framework?
Task-Based Learning is usually a method built on the communicative approach. It uses tasks as techniques to practice real-life language use.

6. Which approach works best for beginners?
Total Physical Response (TPR) or communicative approaches work well because they are visual, interactive, and reduce stress for new learners.

7. Can I use TPR with adults or just children?
TPR works with both. For adults, choose realistic commands or role-plays that match their context, like workplace or travel scenarios.

8. Do I need to stick to one method for all lessons?
No. Methods can be blended depending on lesson goals, student levels, and content. The key is alignment with your approach.

9. What’s an easy way to check if my techniques align with my approach?
Ask: “Does this activity support my lesson plan and my teaching belief?” If yes, it’s aligned.

10. How do approaches and methods connect to Outcomes-Based Education (OBE)?
Approaches guide the learning philosophy, methods organize the teaching process, and techniques help students achieve specific outcomes in line with OBE.

11. Can techniques be reused in different methods?
Yes. Techniques like role-plays, information gaps, or dictogloss can be adapted for different methods or lesson goals.