Effective Teaching Methods: What Works Best for Teaching English to Children Online?

The study from which we present the data below was conducted via an online survey of more than 130 English teachers from around the world who teach 100% online at Novakid and therefore have extensive experience in teaching English to children in digital environments. “We need to remember that teaching online, especially in one-to-one classes, is different from face-to-face group classes. Take time to get to know your student because the more you understand what they like and how they learn, the more they will respond to you and your teaching,” says Sulivan.

The survey comprised a total of 16 questions focused on assessing the effectiveness of 15 specific teaching techniques, as well as an open-ended question designed to gather additional insights into emerging methods or practices not initially covered.

Unlike other studies that focus on general educational models, this analysis focuses on specific techniques that teachers use in their day-to-day work: from repetition and the use of flashcards to storytelling, interactive games and conversation practice. The aim is to understand not only which methods are used, but also which ones have the greatest impact on students’ learning.

The results are presented in three main sections that follow the basic process of learning any language.

Repetition to Master English

The first technique addressed in this study has, for decades, been one of the most widely used in language teaching. However, in an educational context increasingly focused on innovation, this practice has been called into question by certain approaches that prioritise spontaneity or organic learning.

Despite this, the data obtained in our study show that 96.2% of the teachers surveyed consider repetition a highly effective technique for teaching English to children, though always from a creative perspective and taking into account students’ needs and abilities.

This finding reinforces the idea that language automation — that is, the ability to use structures naturally — necessarily requires repeated practice and, far from being an obsolete technique, repetition in English is a key element in language consolidation, enabling students to internalise complete structures and apply them in different contexts.

Phonics: the Foundation of Reading and Pronunciation

For 98.5% of those surveyed, phonics is an effective technique that plays a key role in the early stages of learning English.The link between sounds and spellings not only makes reading easier, but also has a direct impact on pronunciation and the learner’s confidence when speaking. “Phonics is great for beginners who are learning sounds and reading, but not as useful for children who already know basic English,” says Sulivan.

“Phonics-based instruction is a very important step in reading, but older learners find it embarrassing to say the sounds of the letters loudly,” adds Rogen García, English teacher at Novakid.

Flashcards and Visual Aids: Learning Through Images

Once the student has mastered the basics of the language (the main verb tenses, essential vocabulary such as family or food, etc.), it is essential to focus on keeping them motivated so that they continue to make progress in their learning.

To this end, we move from more functional methods to more dynamic approaches, in which the student revises whilst incorporating new knowledge and consolidating what they have learnt.

Songs and Rhymes 

“I have a student, a 9-year-old boy who likes talking but never reading. So when we read a tongue twister activity, he wasn’t interested in it. Since he likes pop culture, I decided to make it into a rap song! He really loves it that every reading activity becomes a rap song,” recounts García.

96.2% of the teachers surveyed consider songs effective. However, their perspectives also introduce an important caveat: its impact depends largely on the age and profile of the learner. While these techniques are particularly beneficial for younger students—especially for improving pronunciation, rhythm, and memorisation—their effectiveness may decrease with older students if they are not combined with a more active approach. In such cases, some teachers note that students may simply listen to the songs without fully understanding their meaning.

The true value of these tools lies not in their isolated use, but in how they are integrated into the classroom. Without follow-up questions, practical activities or interactive exercises that encourage participation, songs can become a passive element, losing their potential as a learning tool. 

Storytelling: Stories and Tales as a Learning Tool

The ultimate goal of language learning is communication. In this regard, both conversation practice and role-play are considered two of the most effective techniques for developing students’ speaking skills.

Conversation and Role-Play: Key to Putting Language into Practice

On the one hand, 96.3% of the teachers surveyed believe that daily conversation practice is highly effective, which reinforces the idea that a language is learnt by using it in real-life contexts. On the other hand, role-play allows children to simulate everyday situations in a safe environment, fostering confidence and the practical application of language.

However, it is particularly interesting that 9.8% of respondents do not consider role-play to be effective. The reasons cited mainly relate to the difficulty of implementing it at early stages. Some teachers point out that, when students have limited command of the language, they may not understand the instructions for the exercise, which causes confusion and reduces its educational impact.

Furthermore, for students with lower reading skills, this type of activity can slow down the pace of the class, as time is spent trying to understand the activity rather than practising the language.

Where teachers do seem to agree is on the effectiveness of guided listening activities; 97% consider them essential and highly effective for familiarising students with the pronunciation, intonation and rhythm of the language.

Setting short homework assignments to be reviewed in the next lesson, involving parents in daily practice, business English for more advanced levels, self-correction of mistakes… These are some of the responses teachers gave to the final question in the survey which, as mentioned at the start of the article, invited them to share techniques they consider relevant.

“One activity that works well in my 1-on-1 classes is show-and-tell using things from their own rooms. I asked students to bring a toy, find objects of different colours, or point out stuffed animals and their body parts. Using simple sentence frames like “This is my…,” “It is…,” or “The ___ has ___,” helped guide them while still letting them speak freely. The students are always excited to share, which makes them more confident and willing to talk”,  says Sullivan, adding that the effectiveness of a technique depends largely on the student’s profile, age, level of English and learning style, and that effective online English learning is built on the combination and adaptation of multiple techniques.

“Some methods work better online, while others work better in-person because of the different ways students can interact with the teacher and materials. For example, short videos online can be paused or replayed to help students understand at their own pace, and interactive worksheets let them click or type, which is more engaging than paper worksheets. On the other hand, in-person classes are better for TPR and hands-on activities, like acting out verbs or using real objects, because students can move around and physically interact with materials”.

Ultimately, it’s also important to realise that it’s all a matter of trial and error, and that “The more you teach, the easier it becomes to see which methods work best for each child”, says Sullivan. 

Building on this, García offers practical advice for teachers new to online English teaching for children. Drawing on his experience with repetition, games, storytelling, and everyday conversation practice, he stresses the importance of preparation and adaptability. He recommends having extra props that are not only visually engaging but also directly relevant to the topic, and carefully reviewing lesson slides in advance to anticipate potential difficulties—such as sentence production after grammar instruction.

Regarding the use of technology, García explains that artificial intelligence has become a valuable support tool in ESL teaching. He describes AI as a “guide” that helps structure lessons by providing quick and easy-to-follow lesson plans, improving time management in class. It also suggests creative and engaging activities, such as turning reading exercises into rap songs or designing dialogues using target vocabulary, thereby enriching the range of instructional strategies available to teachers.

English language learning for children continues to evolve, driven by technological innovation and the emergence of new teaching methods. However, this study shows that it is not a question of choosing between traditional and modern approaches, but rather of integrating the best of both. At Novakid, we understand this, which is why we offer a model that combines structure, dynamism and real-life language practice, tailored to the learner’s needs in the digital environment. 

Book  a free Novakid English Lesson now and see just how far your child can go with the right support!