The ministry of higher and secondary specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

3. Model “Test -> Teach -> Test”. TTT is a frequently used alternative to the PPP method, wherein the production phase is sequentially moved to the first part of the lesson. During the (first) test phase that corresponds to the production phase in the PPP approach, learners are more or less abruptly asked to communicatively produce a language concept based on their existing knowledge and without any prior guidance from the teacher. The teacher will then asses the students’ level of competency in the particular language area, determine their needs, and proceed with the teach phase (which corresponds to the presentation phase in the PPP approach) based on an overall assessment. The teach phase allows to discuss problem areas and guide learners towards the correct use of the language concept.
The final stage of the TTT approach is the second test that aims to check how students have absorbed the new inputs from the teacher. The logic of this sequencing is for students to learn the new language concepts better by differentiating its invalid uses (most likely to be committed during the first test phase) from correct usage (likely to be accomplished after the teacher presented the language concept during the teach phase).
In general, the TTT approach is a good way for teachers to determine the specific needs of students in different language areas. With this knowledge, educators can optimize their teaching strategies to produce optimum learning outcomes. It is best used at intermediate and higher competency levels, as well as in classes where the students have mixed language proficiencies. However, one consistent criticism about the TTT approach is that it has an element of randomness since several unexpected learners’ needs may arise that is beyond the scope of the intended lesson. Despite this disruptive possibility, the TTT approach is still being adopted by many educators because it is very “economical” and “focused” in the sense that valuable time need not be wasted on teaching language areas students are already proficient with.