CityU English Enhancement InitiativesEE

STEP 8 ISTEP 825 November 2008

Credit-bearing Teacher/Peer-assisted Activities

Independent-learningg

Wide range f l

Depart

English

of language courses

tment of

h -EN

Compulsory

Language Lounge Activities

Language Learning Advisory Service – LLAS

Practical Language Activities - PLAsSAC - Self-Access Learning

English

Centre p y

language courses

g g

English Language Mentoring Scheme - ELMS

IELTS Speaking Practice

Workshops on Pronunciation

L D d

Learning

Other Online resources

h Languag-ELC

Lessons on Demand

Cultural and Language Immersion Scheme – CALIS

L C i C LCC Tell Me More TMM

ge

DSL/EDO Language Companion Course – LCC

Language Clinic – LC

ePortfolio

Tell Me More - TMMDSL/EDO

The Language Clinic (LC)

PresentersGilbert WONGGilbert WONG

Ivan CHUI

Education Development Officep

What is theL Cli i ?Language Clinic?

Generally speaking, a place where University students can…y p g, p y

• Get help with their assignmentsLearn editing and proofreading skills• Learn editing and proofreading skills

• Become self-learners• Speak English (a 2nd language in many cases)

in a natural wayy

PhilosophiesPhilosophies• Language learning is an on-going g g g g g

process and should be integrated with regular courses (Writing Across Curriculum)

• Students should take responsibility for their own learning (OBTL)

• Students are in a good position to help other students

• Different Colleges/Schools have different needs

CB CHS CSE SCM SLWBusiness proposal…

Narrative essay…

Lab report…

Creative writing…

Legal letter…p p y p g

History and DevelopmentHistory and Development

– LC for EN Students (2003/04)LC for EN Students (2003/04)– LC for FHS Students (2004/05)

• Initiated by Dr Rodney Jones (EN), supported by FHS– LC for FB Students (2005/06)LC for FB Students (2005/06)

• Dr Rodney Jones as PI,• Supported by TDG with injected funding from FB

– LC for FSE, BST & SR Students (2006/07)LC for FSE, BST & SR Students (2006/07)• Dr Rodney Jones as PI,• Supported by TDG with injected funding from

DSL/FSE/BSTStarting from 2007-08, the LC project was institutionalised– LC for SCM & SLW Students (2007/08 Sem B)

• EDO operates the LCs, Dr Rodney Jones as Founding C lt tConsultant

Our Services1. Face-to-Face Consultations

Our Services2. MSN Counseling3. Literacy events (all with explicit ILOs)

LC website: http://www.cityu.edu.hk/language_clinic/(available at EDO website Learning Learning Resources Language Clinic)

Choose a date and book an appointment. Then upload a draft assignmentassignment there.

Daily Face-to-face Consultationy

Social GatheringSocial Gathering

International Games NightInternational Games Night

Easter Treasure HuntEaster Treasure Hunt

However,However,

• NOT a magic bullet• NOT a magic bullet

• NOT an editing service

• Students’ TIME MANAGEMENT SKILL is importantSKILL is important

Intended Learning Outcomes (ILOs)Intended Learning Outcomes (ILOs)

for CLIENTS: After using the LC service, student users would be able to a) identify and correct common errorsb) attend to fluency in writing

f LC TUTORS At th d f th LC t i i k h t d t t tfor LC TUTORS: At the end of the LC training workshops, student tutors should be able to

a) analyse a text effectively and identify errors at different levelsb) reflect on their tutoring skills and provide guidance to clients in

their writing

Student Tutor Training (TLAs)Student Tutor Training (TLAs)

1 P f i l T i i W k h1. Professional Training Workshops• Focus on goal setting, communication, tutoring and text analysis

skills• Taught by EDO professional staff • Tutors’ performance observed regularly by the project instructors

2 Training Camp2. Training Camp• “Think Smart-Play Hard Camp” for

student mentors working in various peer tutoring schemes including the LC, SI and PALS to reflect on their mentoring work in 2007/08mentoring work in 2007/08

• Adventure and experiential learning games

• Self-empowerment and goal setting

Service effectiveness (ATs) (D t f 2007/08)(Data of 2007/08)

1 User Assessment1. User Assessmenta) Student/Client Usageb) User Questionnaire Surveyb) User Questionnaire Survey

c) Students’ Written Assignments - Value Addedness

2 Student Tutor Assessment2. Student Tutor Assessmentd) Entry and Exit Test Results - Value Addednesse) Tutor Observatione) Tutor Observationf) Tutor Self-evaluation

1. User Assessmenta) Client Usage: Face-to-Face Consultations

• 3514 appointments in the year, with 2130 in3514 appointments in the year, with 2130 in Sem A and 1384 in Sem B

Fig 1 No. of Appointed Sessions for All Language Clinics in 2007/08

3871200

1400

622

339

956

387

196400

600

800

1000

1200

No. of AppointedSessions

622254

196

40 23 50

35624843

0

200

400

FB FHS FSE SCM SLW BST SRFaculties, Schools & Division

Semester A Semester B

b) User Questionnaire Surveyb) User Questionnaire Survey

Fig 2 Reasons For Visiting Language Clinic

24%

5%

8%9%

19%

19%

16%

Need advice on grammar Need advice on text organisation

Fig 3 Users' Comment On The ILO Achievement

Strongly Disagree Disagree Neutral Agree Strongly Agree

Need advice on content Need advice on vocabulary

Need advice on English learning materials Suggested by teacher

Suggested by friend

Be able to identify and correct

some errors in writing

Be able to identify some

features of different genres

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Be more confident to

communicate in English

Be able to use appropriate

vocabulary in writing

c) Students’ Written Assignments - Accuracyc) Students Written Assignments - Accuracy

• 2 sets of assignment drafts were collected from some gstudents who have visited the LC, one written before the consultations and the other afterwards

Fig 5 Number of Errors Found in Students' Assignments883

621700800900

1000

621

200300400500600700

79 410

100200

beforeconsultation

after consultation beforeconsultation

after consultation

Grammar Vocabulary

2 Student Tutor Assessment2. Student Tutor Assessment

Assessment RubricsAssessment Rubrics• How we make sure that the

ILOs are achieved• Constructively aligned with the

Scheme ILOs and TLAs• Announced and explained to all

tutors in the orientation

d) Student tutors’ Entry & Exit Test Resultsd) Student tutors Entry & Exit Test Results

• 15 student tutors, Week 4 -13 of Sem B• Proofread an essay and point out any grammatical

mistakes or wrong use of vocabulary• Comment on the text organisation and coherence by• Comment on the text organisation and coherence by

looking at the use of cohesive devicesFig 6 Results of Tutor Entry and Exit Tests

10

12

14

16

18

20

res

0

2

4

6

8

10

Sco

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 T13 T14 T15

Tutors

Entry Test Exit Test

e) Tutor Observatione) Tutor Observation

• 2 formal observations conducted by the project2 formal observations conducted by the projectinstructor for 21 final year tutors, Week 7 – 13 of Sem B

• Tutoring skills language ability workTutoring skills, language ability, work attitude

• Discussion between the observer and the student• Discussion between the observer and the student tutors at the end of the observation

Fig 9 Giving useful and accurate adviceFig 8 Helping the client to determine his /her difficulties

2.5

3

3.5

4

4.5

5

Score

s

g 8 e p g t e c e t to dete e s / e d cu t es

2.5

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5

core

s

0

0.5

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TI

T2

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T7

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T21

Student Tutors

S

0

0.5

1

1.5

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TI T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 T13 T14 T15 T16 T17 T18 T19 T20 T21

Student Tutors

Sc

1st observation 2nd observation1st observation 2nd observation

Fig 11 Getting the client to talk Fig 12 Responding to the client's needs

2

2.5

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es

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T2 T3 T4 T5 T6 T7 T8 T9T10 T11 T12 T13 T14 T15 T16 T17 T18 T19 T20 T21

Student Tutors

0

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1.5

TI T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 T13 T14 T15 T16 T17 T18 T19 T20 T21

Student Tutors

1st observation 2nd observation 1st observation 2nd observation

f) Tutor Self evaluationf) Tutor Self-evaluation

• Self-evaluation form completed by all tutors at the end of the year• Most believed they had achieved the ILOs and more confidence on

their English proficiency, communication skills and work attitude

Figure 13 Student Tutors' Improvement In Various Areas

Strongly Disagree Disagree Neutral Agree Strongly Agree

Analytical and problem-solving abilities

English language proficiency

Provide guidance to clients in their w riting w ith enhanced tutoring skills

Apply new vocabulary and various styles of English w riting

Identify errors at text, paragraph, sentence and w ord levels

Read and analyse a text effectively

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Self-learning ability

Interpersonal and communication skills (e.g. team w ork and interaction w ith clients)

Work attitude

It really WORKS !!It really WORKS !!

Adapted from Academic Development Proposal 2009/12

How do the LC Activities Align Constructively with the University ILOs

How do the LC Activities Align Constructively with the University ILOs

TLA: Tutors lead students of different nationalities to play English games

TLAs: Tutors encourage clients to spot out and correct their writing mistakes

‘International Games Night’ ILO:Engaged in

lt l h

Client ILOs:a) Identify and

RELATE cultural awareness to collaborate effectively in a broad range of t k it ti

APPLY multi-disciplinary critical thinking skills to solve problems and

cultural exchange, students can apply cross-cultural knowledge to a variety of

correct common errorsb) Attend to fluency inteamwork situations solve problems and

create new ideas

(Ideal Graduates as Professionals)

ysituations

Tutor ILOs:

fluency in writing

APPLY effective communication, language, numerical and IT skills to a variety of

GENERATE a positive and flexible approach to lifelong learning and

a) Analyse a text effectively and identify errors at different levelsb) Reflect on their

‘Social Gathering’ & ‘Easter Treasure Hunt’ ILO:Students can

i tIT skills to a variety of professional settings employability

TLAs: Tutors attend training camp, workshops & daily

lt ti k ith

TLAs: Participants cooperate with each

th d k

b) Reflect on their tutoring skills and provide guidance to clients in their writing

communicate effectively and confidently in English via different games in a relaxingconsultations, work with

online management system in handling appointments and research

other and speak naturally in English via competitions, games and dinner

in a relaxingsocial context

Future PlansFuture Plans• Ally with more academic Departments

R d d ’ i i i i h i• Record students’ participations in their co-curricular transcript

• Serve as an extensive learning resource and back-up for students pengaging in any language assessment schemes under the University 4-year curriculum

• Combine resources with some otherCombine resources with some other University English enhancement schemes such as the Language Companion Course (LCC) & Tell Me More (TMM)More (TMM)

So, how could YOU help promote the Language Clinic to your students ?

• Announce the service in your yclasses and encourage students to use it, particularly before major written assignments are due.g

• Identify students in your courses with English writing difficultiesand ‘refer’ them to the Languageand refer them to the Language Clinic.

• Build Language Clinic visits into courses or projects (such as Finalcourses or projects (such as Final Year Projects).

Thank you!