module 3- final

DELTA MODULE 3: The Extended Assignment

Kenan Erikli

Candidate Number: 25

Centre Number: TR054

/ Istanbul

Word Count: 4377

07.12.2011

Kenan Erikli – English for Specific Purposes 1

Table of Contents Page #

PART ONE: Introduction and Specialism 6

1.1. Introduction 6

1.2. Reasons for Selecting Specialism 6

1.3. English for Specific Purposes (ESP) 7

1.4. Issues in ESP 8

1.4.1. Needs Analysis 8

1.4.2. Course Content 9

1.4.3. Teaching Methodology 9

1.4.4. Assessment and Evaluation 10

1.5. Implications for Course Design 10

PART TWO: Needs Analysis and Commentary 11

2.1. Group Profile 11

2.2. Methodology for Classifying Needs 11

2.2.1. Questionnaires 11

2.2.2. Individual Interviews 11

2.2.3. Diagnostic Observation 12


2.2.4. Multiple Intelligence Test 12

2.3. Needs Assessment 12

2.4. Strengths and Weaknesses 13

PART THREE: Course Proposal 14

3.1. Approach 14

3.2. Objectives 16

3.3. Course Content 17

3.4. Constraints 17

PART FOUR: Assessment, Testing and Measurement 18

4.1. Formative Assessment 19

4.2. Summative Assessment 19

4.3. Evaluation of the course 20

PART FIVE: Conclusion 20

References 21

Appendices 24

Appendix 1: Needs Analysis Questionnaire 24

Appendix 2: Questionnaire Results 26

Appendix 3: Needs Analysis Interview 28


Appendix 3.1: Interview Sample 28

Appendix 3.1.1: Transcription Convention 30

Appendix 4: Interview Results 31

Appendix 5: Learners Multiple Intelligence Quiz Results 33

Appendix 6: Diagnostic Observation and Results 34

Appendix 7: Course Plan 36

Appendix 8: Sample Materials 51

8.1. Session One 51

8.1.1. The Story: A Day’s Leave 51

8.1.2. Vocabulary Practice 51

8.1.3. Questions for Discussion 51

8.1.4. Activity 52

8.2. Session Two 52

8.2.1 The Story: Wedding Gifts 52



8.2.4. Activity 53

8.3 Session Three 54


8.3.1. The Story: The Pie 54



8.3.4. Activity 55

8.4. Session Four 56

8.4.1. The Story: The Vacuum Cleaner 56



8.4.4. Activity 57

Appendix 9 Course Evaluation Document 58

Appendix 10 Assessment Documentation 59

Appendix 11 Final Assessment 61


PART ONE: Introduction and Specialism

1.1. Introduction

This paper outlines a twenty hour course designed to meet the needs of a group of adult

learners aged between 20 and 25 who need to improve their English oral communication

and presentation skills in order to prepare for entry to colleges or universities in the

Kingdom of Saudi Arabia (KSA).

1.2. Reasons for Selecting Specialism

The rationale behind selecting English for Specific Purposes (ESP) as my specialism is based

upon;

An interest in how adults acquire language, the different means through which

people learn and an interest engendered by being faced with the challenges of this

type of teaching in my current workplace, Jubail Industrial College.

The desire to understand how best to approach the teaching and learning of English

as a Foreign Language (EFL) in order to better understand the demanding nature of

being the practitioner in this sector of education which Coles (2004 in Coles, 2004, P.

3) comments is greatly rewarding due to “… the diversity of learners, including their

age, cultural background and experience.”

The recognition that students who are studying foreign language will experience a

number of problems and therefore it is important that these are highlighted within

any preparation course for future academic studies.


1.3. English for Specific Purposes (ESP)

For Hutchinson and Waters (1987) ESP is an ‘approach’ as opposed to a ‘product’ which has

its foundations in why the learner needs to learn English as a foreign language - the purposes

for which the learning is being done will have a bearing on the kind of language materials

and approaches that are used in the context of the classroom; Strevens (in Tickoo, 1988)

contests that ESP has four ‘absolute’ characteristics and two ‘variable’ ones.

The absolutes are that;

it is created to cater for the needs of the students,

its specific content is related to particular activities,

its central focus is on language in the context of those activities inclusive of things

like lexis and discourse and

it is in contrast to ‘General English’.

And the variables are that;

individual courses may be for specific skills only (for example reading or writing)

it may not be taught via any specific pre-planned approach.

ESP consists of two sub divisions; English for Occupational Purposes (EOP) which concerns

itself with “English language use by both professional (e.g., in law, medicine and business)

and non professional workers (in vocational context)” (Hinkel, 2005, pg. 85), and EAP which

broadly refers to “any form of English teaching which has an academic or study basis”

(Dudley-Evans and St John, 1998, P. 34).

1.4. Issues in ESP

The key issues in ESP are;

Needs analysis

Course content

Teaching methodology

Assessment and evaluation


1.4.1. Needs Analysis

According to Dudley-Evans and St John (1998, P. 121) this is ‘‘the mechanism for deciding

what is required of the course by the students and enables the practitioner to decide how

this can be achieved’’. It is essential and crucial that course designers ask why students are

engaged in an English course, how they already and will use English in the future, what their

motivation is, their learning background, their proficiency in using the language and

opportunities to engage in it outside of the classroom environment; there needs to be

understanding of individuals learning strategies and an ability to interpret information as it is

gathered as a part of an on-going evaluative process; this data can be collected using

questionnaires and interviews, observations (audio and video recordings), case studies, self-

assessment, day-to-day learner diaries or reflections and both pre-and post-course testing

(Flowerdew and Peacock, 2001, P. 178 - 179).

1.4.2. Course Content

The needs analysis provides the information from which the course content can be derived;

there are a number of questions which need to be considered whilst designing a course

which range from whether the course should be intensive or extensive, whether student

performance should be subject to evaluation or not, whether the course should deal with

students immediate needs or their needs for the future, whether the course should be broad

or narrow in its focus, whether the material be specific to each individual or if it will be

drawn from a common root, whether the practitioner should be the provider of activities or

whether they should act as a facilitator who is reacting to the students’ needs as expressed

via negotiation (Dudley-Evans and St John, 1998, P. 145 - 146).

1.4.3. Teaching Methodology

As indicated above the methodology and approach which is used for the course will be

dictated by whether the practitioner wishes to be an ‘expert’ provider of activities or as a

facilitator who is catering for the specific needs of the students in their care. Much of this

will depend upon which approach is taken by the practitioner themselves; a lexicographic-


based approach will lead to much more formal focused teaching on vocabulary and structure

within language, a learning centred approach which concentrates on what learners have to

do in order to use language correctly (focusing on communication and interaction), a skills-

based approach or a content-based syllabus which allows language to be used in context

encouraging the learner to learn language skills and develop cognitive processes to aid in

their acquisition of language (Spanos, 1987 paraphrased in Flowerdew and Peacock, 2001, P.

180). There can of course be a combination of approaches adopted depending upon

circumstances as they develop which best address the needs of the learners in the group.

1.4.4. Assessment and Evaluation

The central issue with regards to assessment and evaluation is what to assess and how that

data can then be used positively for the benefit of the students. This process “… begins with

the identification of learning goals and ends with a judgement concerning the extent to

which those goals have been attained” (Linn and Miller, 2005, P. 24) both in terms of

individual sessions and in the context of the course as a whole.

1.5. Implications for Course Design

The implications for course design revolve around the ability for both teaching methods and

the activities which are suggested for each session being flexible enough to be altered to

meet the ever changing needs of those engaged in the course. This will necessitate the

practitioner being able to adopt differing methods of approach in order to suit the needs of

the activities and/or the learners in the group. In view of the fact that the ‘clients’ are adults

it would be preferable for the philosophy to be one of viewing the practitioner as a facilitator

rather than an ‘expert’ in order to develop skills of enquiry and cooperation within the group

as well as language skills. Clearly there will also be a great deal of emphasis on on-going

formative assessment which allows for the activities or content to be altered to the

developing needs of individuals, providing information not only for the practitioner but the

students themselves who will be able to self-evaluate and monitor their own progress.


PART TWO: Needs Analysis and Commentary

2.1. Group Profile

There are ten males in the group aged between twenty and twenty four from various regions

in the KSA. Learners are looking to improve their English in order to prepare for entry to

colleges or universities in the KSA. They have already completed a-40-hours-unit designed to

address skills in academic reading as a part of their preparation for the entry exams. They

will take each skill separately. Learners attend classes which are in a-2-hour block with ten

minutes in between. Learners are expected to have covered and mastered ‘core skills’ in EAP

by the end of the academic year. There are 2 official exams for every subject learners take

for each of three semesters; a mid-term and a final. Speaking exams are carried out by a unit

in the institution.

2.2. Methodology for Classifying Needs

The needs of the students in the group were assessed utilising the following methods with

the present-situation analysis in mind (Richterich& Chancerel, 1977/80) which determines

the students’ state of language development at the beginning of language course as

opposed to target-situation analysis (Munby, 1978) which centres on the needs of the

learners at the end of a course and target-level performance.

2.2.1. Questionnaires –carefully designed questions were put to each individual in the class

in order to assess their motivation and commitment to learning English as well as a

personal assessment of their perception of their ability to use the English language.

Crucial to the successful completion of this part of the needs analysis is questions

which are relevant and comprehensible to the respondent (Graves, 1996 in Graves,

1996, P. 15; Graves, 2001 in Hall and Hewings, 2001, P. 180) in order that an accurate

evaluation of their needs can take place (Appendix 1).

2.2.2. Individual Interviews - each student was subject to an oral interview in addition to

the questionnaire which followed a pre-set pattern in the first instance which not

only provided data in terms of specific answers provided by the students but also in

the confidence and attitude which was displayed in individuals’ use of English during


the course of their interaction with the interviewer with clarification as and where

necessary (Appendix 3).

2.2.3. Diagnostic Observation – For Mead and Rubin (1985), there are two methods to

assess speaking skills: observational and structured approach. While in the former

the student's behaviour is observed and assessed unobtrusively, in the latter the

student is asked to perform one or more specific oral communication tasks. His or

her performance on the task is then evaluated. With observational approach in mind,

a diagnostic test was designed in which learners were placed into pairs for an

exercise where a short presentation had to be given by each pair about ‘Where I

come from” followed by questions for each pair which allowed an evaluation to be

made of a variety of skills such as collaborative work, planning and presentation as

well as that of taking part in interactive discussion, reading, writing, speaking and

listening (Graves, 1996 in Graves, 1996, P. 15). This exercise also allowed me to

understand the nature of the tasks and the forms of language which need to be used

to develop the skills of the individuals in the group (Brown, 1994; Brown, 2002 in

Richards and Renandya, 2002). Findings are listed in Appendix 6.

2.2.4. Multiple Intelligence Test- This test was used to discover the percentage of learners

with the type of intelligences they have (linguistic, spatial& visual, mathematical e.g.).

It was found that most learners had a higher percentage of linguistic and bodily-

kinaesthetic intelligence compared to other intelligence types (Appendix 5) which

was reflected on the kinds of chosen activities (See Appendix 7, Sessions 1, 3, 5, 8).

2.3. Needs Assessment

Analysis of the needs assessment tools indicates that students possess a good command of

English. All demonstrated a degree of competence although there was a marked lack of

confidence in some of the students in their use of English while speaking. All indicated that

they enjoyed using and learning English although some clearly found it more challenging


than others. The clarity of spoken English was generally good which was demonstrated

during the course of the interviews and diagnostic observation; students’ perception of their

abilities as indicated in their answers to the questionnaire appeared to be an accurate

reflection of reality. A number of the students were clearly affected by nerves during the

course of the observation; as a result their presentation was not reflective of the standard of

English that they had displayed in conversation when the interviews were conducted where

they appeared to be more relaxed and comfortable (to the extent that they felt able to make

mistakes or ask for clarification if they were unsure about words or their usage). Their poor

presentation skills could also have been the result of a lack of exposure to this kind of

exercise in the past which clearly will need to be addressed if they are to develop in this

area.

2.4. Strengths and Weaknesses

Findings from the needs analysis tell us that learners’ strengths are

well-conceptualized tense uses,

improved academic reading skills,

motivation to learn.

And the main identified weaknesses are;

inability to pronounce words well,

lack of essential listening skills in conversation, debate and discussion,

incorrect and improper use of vocabulary in formal and informal contexts,

poor presentation skills and communication strategies,

lack of confidence


PART THREE: Course Proposal

3.1. Approach, Syllabus, Technique

The approach that has been taken with regard to designing the activities for this block have

been based upon the needs analysis that was conducted but also had other factors in mind.

The identified needs fall within what Brindley (1984) describes as objective and subjective

needs (objective being the needs identified by practitioners with subjective being the desires

of the students) in that both identify similar issues which need to be addressed for the

benefit of the students both now and in the future. The activities in which the students

engage will be ‘common core’ in nature in that many of the objectives which are outlined are

general skills which can then be applied to specific academic situations by the students as

they progress in their studies. Clearly at this stage this will be an advantage in that the group

will be going onto different academic institutions and courses which therefore make it

difficult to use subject specific material - common core material to develop skills is more

appropriate. It is appropriate to note at this point that this approach matches the needs of

the students as defined by the needs analysis but also will help to develop the much-needed

level of confidence which is lacking with a number of those in the group. The course design

will also facilitate the ability to be flexible allowing for change based on responses and

feedback from the students themselves (Nunan, 1988) and will involve consideration of what

the students require and why (Swales, 1989 in Johnson, 1989).

The approach which has been adopted is one of Communicative Language Teaching (CLT)

which has the aim of improving the ability of learners to communicate “… as measured in

terms of fluency, comprehensibility, effort, and amount of communication in unrehearsed

communicative tasks” (Savignon, 2002, P. 3; echoed by Harmer, 2001). This approach lays

great emphasis on the notion that language is a means through which people communicate

and interact with each other with the structure of that interaction being governed by the

context in which it takes place (Salim, 2007, P. 86; echoed by Broughton et al, 1980). This

approach emphasises the need for students to be able to approach using English in a variety

of different situations and is tackled through paired and group work which concentrates on

using activities such as games, presentations, discussions, interviews and role-play which

encourage the learner to engage with the language appropriately alongside their peers in


ways which are as authentic as possible (Widdowson, 1987 in Tickoo, 1988). Within the

context of this approach a variety of methods may be used within the classroom in order to

achieve communicative competence: content-based instruction, task-based instruction, text

based instruction and competency based instruction. Plans will be in place for specific

approaches but these may be subject to alteration depending upon the input of the students

themselves. This approach is appropriate to this group of individuals due to their present

grasp of English, their maturity level, their motivation and the objectives which have been

set as a result of their needs analysis.

In terms of syllabi, CLT falls perfectly in line with the analytic syllabus as opposed to synthetic

syllabus as the analytic syllabus is the process-oriented syllabus which shifts the focus from

teacher to learner and takes account of what is required to teach the learner in order for

them to carry out tasks. Information is not only presented in parts but also is contextualised

by drawing on the learner’s abilities to ‘fill the gaps’ or infer language rules by drawing on

linguistic universals (Wilkins, 1962).

One of the best approaches that are in line with CLT is TBLT which draws on several

principles that forms part of communicative teaching movement. For example:

Activities that involve real communication are essential for language learning.

Activities in which language is used for carrying out meaningful tasks promote learning

Language that is meaningful to the learner supports the learning process (Richards J, Rodgers

T, )

3.2. Objectives


The needs of the group have been identified as follows and will form the objectives for the

course;

Preparing learners for interactive activities during the course of lectures

Using appropriate language and vocabulary in conversation and for presentations,

Development of presentation skills,

Promoting the use of the oral communication skills and competence in discussion,

Developing the use of language for presentations,

Improving aspects of pronunciation; intonation and stress in particular and fluency

during speech in both formal and informal classroom situations,

An additional objective is to instil greater confidence in individuals’ ability to use English in

an appropriate way, to ensure that the context in which words are used reflect their

intended meaning and to reinforce existing study skills which have been learnt through

studies in their mother tongue and in English from their previous academic experience.

Clearly the activities undertaken to achieve these objectives will simultaneously cover other

aspects of language learning such as identifying and information, interpreting data,

negotiating, summarising or paraphrasing evidence, expressing ideas and arguing a point of

view (Mol and Tin, in Tomlinson, 2008, P. 75 - 76). The object in concentrating on these

aspects of the students English is to increase levels of performance and levels of confidence

in their ability to use the language effectively in different contexts.

3.3. Course Content

The course has a ‘common core’ content in order to meet the objectives as outlined above.

These objectives have been arrived at based upon the needs analysis data, will be flexible

enough to allow for negotiation with students as the course progresses, will allow for

different teaching and learning approaches as well as opportunities for a variety of different


assessment activities. Activities were planned which concentrated on these aspects and skills

for this 20 hour block. Each activity built itself on the previous one with the aim that the final

presentation, whilst similar to the initial assessment activity to provide a sound basis for

comparison in order to track the improvements in student performance. This approach is

appropriate for individuals in the group due to their present grasp of English, their maturity

level, their motivation to learn and develop their skills using English and the objectives which

have been set as a result of their needs analysis.

3.4. Constraints

It is essential that throughout this unit the class have access to modern media facilities such

as the ability to access the Internet, to use computers in order to develop presentations and

have access to the use of projection facilities to be able to use audio-visual material as and

when necessary. Of equal importance is a room which will enable students to move around

comfortably in order to engage in games and activities of an interactive nature. It is also

worth noting that this course is timetabled to be completed in twenty hours; with this

particular group of individuals this should prove to be sufficient time but with less able

groups in the future this may prove to be an issue - the evaluation sheet which is to be

completed at the end of the course may provide an insight into this.

PART FOUR: Assessment, Testing and Measurement

Assessment can be defined as “… a critical process engaged in for the purpose of matching

instruction to the level of students skills, monitoring student progress, modifying instruction

and working hard to enhance student competence” (Salvia, Ysseldyke and Bates, 2009, P.

17). It is the “… the evaluation of a student’s performance on a course” (Salvia, Ysseldyke

and Bates, 2009, P. 4) or a systematic means of collecting and analysing information about

students to discover their strengths and weaknesses, to plan instruction, to evaluate and

improve the quality of instruction or to evaluate student progress (Cizek, 1997 in Phye, 1997,

P. 10). Test on the other hand is “simply a particular type of assessment, usually a set of

questions that all students must answer in a fixed period of time” and measurement is “a


process that assigns numbers to assessment results such as the correct answers or points on

a project” (Orlich, P. 321).

It is vital that assessment must have a function of providing “… motivation, creating learning

opportunities, to give feedback (both to students and staff), to grade, and as [a] quality

assurance mechanism (for both internal and external systems)” (Rust, 2002, P. 1). The

emphasis in planning this particular block of work has been to provide feedback on a regular

basis through formative assessment which is conducted both by the students themselves

and by the practitioner and through a summative assessment exercise designed to illustrate

the skills which have been developed during the course. However it is important to

emphasise that the central role of evaluation in this block of work is to ensure the progress

of individuals within the group in terms of their competence and confidence in using the

English language.

4.1. Formative Assessment

Formative assessment which forms the bulk of evaluative process during the twenty hour

course is in line with the methodology selected for the course. Much in evidence for

formative assessment during the course is “the use of peer and self-assessment” which “give

students a better awareness of their own capabilities but also for them to be able to

understand the criteria by which evaluations are completed and therefore enable them to

be increasingly self-directed” (Dudley-Evans and St John, 1998, P. 213) (Appendix 10). This

type of assessment vehicle provides vital feedback for both the learner and the practitioner

as they produce information which enables the development of learning (assessment for

learning as opposed to assessment of learning) and embodies content validity as its content

constitutes a representative sample of language skills and structures with which it is meant

to be concerned.

Validity refers to ‘‘the degree to which a test measures what it claims, or purports, to be

measuring’’ (Brown, 1996, p.231). Murray and Christison list four types of validity;

Construct validity refers to how we use and interpret the results of a test; the score needs to

reflect the ability the test maker is trying to measure. Predictive validity means the test can


accurately predict what it should be theoretically able to predict. Concurrent validity is when

the test discriminates accurately between the groups. Criterion- related validity is when the

test is compared to an established, reliable, and valid test with similar objectives and

specifications (Murray D, Christison M, 2011. p. 204).

Reliability on the other hand refers to ‘‘the degree of consistency demonstrated by a

measuring instrument’’ (Walker J, 2010 p.208) that is, ‘‘how consistent is the test result from

occasion to occasion and in different settings’’ (Murray D, Christison M, 2011. p. 204).

4.2. Summative Assessment

In contrast with formative assessment, summative assessment is “an overview of previous

learning” (Black, P. 28). The final evaluation in this course is a summative indication of

progress since its start; records are kept by individual students of their peer and self-

assessment after each session to enable them to reflect on their progress in order to

understand their learning and to be able to provide a better reflection on the course as a

whole whilst evaluating it; the summative assessment is conducted against level descriptors

by both the practitioner and the group as a whole, so in effect the final assessment is a form

of hybrid in that was being a summative reflection and there was feedback on performance

at the end (Appendix 11).

4.3. Evaluation of the course

Built into this course is the stipulation that student feedback is welcomed with the

philosophy that if one particular topic or range of topics captures student interest or they

have a suggestion which is workable within the context of the objectives, the program can

be modified in order to facilitate ideas. Regular opportunities will be given for oral feedback

about how students are receiving the course which is backed up at its conclusion with an

evaluation sheet that can be completed either with a name ascribed to it or anonymously

(See Appendix 9).


PART FIVE: Conclusion

This course was designed to meet specific needs of the students who need to improve their

English in order to prepare for entry to colleges or universities in the KSA, both long and

short term, based on a needs analysis encompassing a CLT approach. Regular assessment

opportunities were built into the content of the course in order to help students in their

understanding of the English language and in order for them to have regular feedback to aid

in the learning process as well as to provide them with the motivation to improve.

The course was planned in response to the issues highlighted with regard to ESP and the

needs of the learners as highlighted in their specific needs analysis. It is hoped that the

course will fulfil its objectives in terms of the students being able (and more confident) to

use English in the context of discussions and interactions in both formal and informal

situations and in being able to create and give presentations which will form part of their

studies in the future. At the end of the course, it is hoped that students will be better able to

converse in both formal and informal contexts as well as to be able to take part in

discussions in an appropriate way. The students themselves will be given the opportunity to

evaluate the course at its conclusion in order for improvements to be made as necessary.


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Appendices


http://iteslj.org/Lessons/Sharifian-Conversation.html

http://www.qualityresearchinternational.com/glossary/formativeassessment.htm

Appendix 1 Needs Analysis Questionnaire

1. Why do you want to learn / continue to learn English?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………………

2. Describe using your own words your current knowledge of English.

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………………

3. What do you feel about learning English?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………………

4. Which aspects of English do you feel confident about?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………………

5. Which aspects of English do you feel you need to practice? Why?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………………

6. Which skills are most important to you now when learning English: rank them - 1 =

most important, 6 = least important

Reading …. Writing …. Listening …. Speaking …. Vocabulary …. Pronunciation ….


7. When people speak to you in English how much do you understand?

Everything …. Most …. Some .… A little .… Very little ….

8. When you watch television or go to the cinema, how much do you understand?


9. When you speak English to others, how much do they understand?


10. What is your attitude towards speaking in English?

Really Like …. Like …. Neutral …. Dislike …. Really Dislike ….


Appendix 2 Questionnaire Results

1. All students confirmed that their reason for continuing to study English was to

prepare for a continuation of their studies either at college or university.

2. All students believed that they at least had a fair command of the English language

with most indicating that they were quite skilled or adept in their use of the

language. Their experience was gained from their previous education at home and all

had gained qualifications in English.

3. Comments here ranged from those who indicated that learning English was a means

to an end in terms of their final qualifications to those who felt that it was important

to learn English as it was becoming ‘the universal language’. Only one of the

respondents failed to indicate that they enjoyed the process of learning English; of

the rest a number indicated that they enjoyed the process of learning and the

challenges that it presented to them particularly those of speaking and listening.

4. All indicated a reasonable degree of confidence in their ability to read and write

competently in English having already completed their studies at home and also the

unit together on reading and writing skills. Two of the students also indicated that

they felt confident in being able to speak English well.

5. Two of the students stated that they felt that they needed to work on all aspects of

their English in order that they could improve to ‘their standards’. Other answers

ranged from further work on reading but focused on being able to speak clearly in

the context of general discussion and presentations, being able to produce and

conduct a presentation and being able to participate generally in classroom

discussions, debates and conversations.

6. Half of the group ranked each of the listed items as number one, a point which was

explained during the course of the interviews. Of the others speaking, listening and


pronunciation were seen to be of greatest importance with the remaining three

being of equal merit.

7. Twenty per cent of the group answered ‘everything’ to this question, seventy per

cent indicating ‘most’ with the remaining ten per cent stating ‘some’.

8. The figures for this question were exactly the same as for Question Seven.

9. In answer to this question eighty per cent responded with ‘most’ with twenty per

cent indicating ‘some’.

10. Seventy per cent of the group replied that they ‘really like’ speaking English, twenty

per cent saying that they ‘like’ speaking in English with ten per cent indicating that

they neither liked nor disliked using the language orally.


Appendix 3 Needs Analysis Interview

1. Why do you want to learn / continue to learn English?

2. How would you describe your current knowledge of English?

3. Describe the aspects of English that you find challenging.

4. How confident are you when you are speaking in English?

5. Which activities do you prefer to help you in your learning in class?

6. Tell me about your hobbies and interests.

Appendix 3.1 Sample Interview

T: Why do you want to learn (.) continue to learn English?

S: Because it is a world language, [er:] everyone speaks English now.adays. It is also important (.) for

jobs, if you don’t speak English (.) it is more difficult to find a job. I think also that [er:] it is important

for internet (.) and (.) improves my world knowledge.

T: How would you describe your current knowledge of English?

S: er: I- I’ll tell you I believe I can write well; my listening is good (.) but sometimes I find accents (.)

very difficult. They eat the words. I (.) need to learn more vocabulary also (.) I stop many times while

I am speaking.

T: Could you describe the aspects of English that you find challenging.


S: Like I said erm: it it- (h) is difficult especially with (.) (native) people. They speak fast. And there is a

lot of vocabulary in the English language.

T: How confident are you when you are speaking in English?

S: (hh) uhuh: (hh) you know I feel a little bit scared, I think maybe if I made a mistake and they would

tell me my mistake. I also cannot easily (.) think and speak at the same time. So I have (.) pauses in

my conversations.

T: Which activities do you prefer to help you in your learning (.) in class?

S: m:: (h) (.) speaking or:: vocabulary activities (.) can help me improve.

T: Tell me about your hobbies (.) and interests.

Hmmm I like playing football (.) (drifting) with my car in the dessert (.) playing (billiards) (.) watching English news and movies online and (.) reading my holy book Qur’an.


Appendix 3.1.1

Retrieved from: http://courses.unt.edu/jrogla/transcriptconventions


https://sites.google.com/site/2010introling4/home/chapter-8---conversation-analysis/8-6-transcription-of-conversation/Transcription%20Conventions.png?attredirects=0

Appendix 4 Interview Results

1. As indicated in the questionnaire all of the students were learning English in pursuit

of further academic study. In discussion the majority also indicated that they enjoyed

the language and learning about the culture which surrounded English people.

2. Each described their knowledge of English as being ‘fair’ at the very least with most

stating that they were quite advanced in their command of the language. The

impression that I had in discussing these questions with the students was that all

were able to communicate well not just in terms of speech but also in terms of

gesture and other forms of communication if they were having difficulties in

remembering vocabulary or how to phrase things in English.

3. There were a variety of issues which were highlighted by the students in answer to

this question; writing was mentioned as was reading but the overriding concerns that

the students had were with reference to speaking, listening and being able to discuss

and present things in a coherent fashion using their new language. Two of the

students specifically mentioned the different accents which are found within

different regions of the United Kingdom as being something which they found

difficult while they were on holiday- one stated that they found it difficult to

understand people in Wales when they visited Cardiff because of ‘the way that they

spoke and how fast they talked’.

4. Two of the ten students indicated that they felt very confident when speaking in

English with nine of the ten indicating that they really like using the language. The

remaining students felt that they were competent in using the language but needed

reassurance and further practice before they felt that their confidence levels could

rise. A number of them indicated that they felt comfortable in their reading and

writing but less so in situations which required them to communicate through

speaking and that they needed practice in this area. Two of the students said that

they were concerned about their ability to produce good quality presentations, not

so much in terms of using ICT and producing slides/pictures for display but in terms


of their ability to make themselves clearly understood using the English language.

One felt very conscious of her perceived difficulties in pronouncing some English

words (such as words starting with the letter ‘R’ which often sounded like an ‘L’). It

was during the course of addressing this question that I asked about why five of the

group had given the most important ranking to all six choices on Question Six of the

questionnaire; their answers revolve around the fact that each of those things listed

was an integral part of being able to use the English language correctly and therefore

they felt that it was ‘unhelpful’ to prioritise them in anyway - it was their belief that

they were all equally important and therefore they were unable to answer the

question in the way that they had been asked.

5. The answers to this question ranged from being comfortable working alone, to

enjoying paired and small group work as well as project work which included working

towards giving some form of presentation or talking to the rest of the group. Two of

the students qualified the last statement by saying that they did not feel totally

confident at this stage in their ability to do this effectively or with sufficiently good

quality but acknowledged that being faced with this challenge would afford them the

opportunity to improve in this area. In talking about this further it emerged that

students liked the idea of being faced with topics of interest to discuss and problems

or issues which arose as a result of looking into these topics. One individual cited a

previous project which they had been engaged in that looked at earthquakes which

allowed them to focus upon to recent occurrences in Japan and New Zealand.

6. The main topics of interest which were listed by the students were sport,

entertainment, geography and places in the world and topical news items.


Appendix 5

Appendix 5

0009

7.

The table above represents the learners’ overall results of a multiple intelligence test

retrieved from:

http://www.businessballs.com/howardgardnermultipleintelligences.htm#multiple

intelligences tests


Linguistic Logical-Math-ematical

Musical Bodily-Kines-thetic

Spatial-Visual Interpersonal Intrapersonal

Series1 39 24 23 33 19 29 30

2.5

7.5

12.5

17.5

22.5

27.5

32.5

37.5

42.5

Learners' Overall Test Results

Inte

llige

nce

Stre

ngth

Appendix 6: Diagnostic Observation and Findings

Task

The students were placed into pairs for an exercise where a short presentation had to be

given by each pair about ‘Where I come from” followed by questions from the rest of the

group. The object of the exercise was to prepare a short talk each (no more than three

minutes) to give a brief insight into their background; part of their brief was to compare their

situations and briefly comment on this having concluded their own personal input to the

exercise. The remaining people in the group were to ask questions after their presentation

with each pair having ten minutes to complete the task.

Findings

Each of the students was graded in five categories (delivery, appropriate use of language,

vocabulary, accuracy and discourse markers) as follows:-

1 = Very Poor 2 = Poor 3 = Moderate 4 = Good 5 = Very Good

Student Delivery Use of

Language

Vocabulary Discourse

Markers

Accuracy

A 4 4 4 4 4

B 3 3 2 3 3

C 3 3 3 3 3

D 4 3 2 3 3

E 2 3 3 3 3

F 2 3 2 3 3

G 4 3 2 3 3

H 3 3 3 3 3


I 2 3 2 3 3

J 3 3 2 3 3

The questions that were asked were sensibly delivered and answered within their ability

levels. Occasionally it was evident that students were having difficulties in phrasing

questions in the correct way and also those listening to questions were not quite able to

understand ether the content of the question or were unable to decipher its meaning due to

the way in which some words were pronounced or used.

It is clear from this exercise that the students have reasonable command of English although

they do need to practice conversation in order to work on appropriate use of language, to

develop their vocabulary, to use linking words and phrases and to gain improved

presentation skills and confidence in all of the areas above. The scores will be shared with

individuals within the group prior to the commencement of the twenty hour course.


Appendix 7 Course Plan

Key

Interactive activities – discussion, debate, conversation

Vocabulary Development

Presentation Skills

Pronunciation

Confidence

Each session is Two hours in duration.

Session One

Tasks Materials Objectives


Starter

Formal greeting of every classmate in English –

practice this at the beginning of every session

Small Group Tasks Games for

Language

Learning 1.1 (P.

12), 1.2

Activities

Follow Session One Sheet

Describe a situation where they have had to

tell a lie or been lied to; discuss the effect of

lying – is it right in certain situations?

Role play a situation (written by the group)

where someone has been caught out in a lie.

Play ‘Liar’

Session One

Sheet

Games for

Language

Learning 2.2 (P.

25)

Plenary /Evaluation / Feedback

Each member of the group to tell the others

something that they have learnt or enjoyed

during the session.

Assessment

Grids

Session Two



Starter




Language

Learning 1.4

Variation 1 and

2 (having

changed

partners) P. 14 -

15

Activities

Follow Session Two Sheet

A group discussion about equality in their

communities at home each explaining the

position there the others feeding back.

Paired work: discuss the division of chores in

student accommodation – how can this be

difficult sometimes? Feedback to the group.

Paired work: discuss how work can be divided

up and planned when a member of a group.

Feedback to the group

Session Two

Sheet




during the session.

Assessment

Grids

Session Three



Starter




Language

Learning 1.5 P.

16 - 17

Activities

Follow Session Three Sheet

The discussion should lead to the idea of

accents and regional dialects. Why is this

difficult?

Show extract from ‘Eastenders’: the students

have to relate the plot to their partner.

Show an extract from a news cast: have the

students relate the items to their partner.

Discuss together what was different in the way

that they spoke – feedback to the group.

Brainstorm on the board the differences

between formal and informal language.

Role play of an interview – i) correct approach

using appropriate language – ii) incorrect

approach using inappropriate language.

Session Three

Sheet

Access to

computers and

projection

equipment /

interactive

whiteboard.

Video extracts




during the session.

Assessment

Grids

Session Four



Starter




Language

Learning 2.4 P.

29

Activities

Follow Session Four Sheet

Role play – create two scenes – an appropriate

way of trying to sell something and an

inappropriate way. Present them to the rest of

the group with your partner. Describe why

they are appropriate / inappropriate.

Discuss as a group appropriate ways to make a

presentation as opposed to inappropriate

ways. Brainstorm with a partner -What are the

features of a good presentation? Feedback to

the rest of the group.

Session Four

Sheet




during the session.

Assessment

Grids

Session Five



Starter



Small Group Tasks: Tell your partner about

something you are looking forward to over the

weekend.

Move around the room after set time until

each person has spoken to everyone else.

Activities

Have five minutes to write notes about what

each person has said to you. Are there any

common threads? Feedback over two minutes

to the group about the most interesting thing

that you heard – why was it interesting?

Group people according to their interests.

Have them discuss their interests and how

they might describe it in an attempt to interest

others.

Plan out a talk about your interest – each

person must contribute by speaking for the

same amount of time and deliver it to the

others in the class. Questions will be invited

from the others in the class.




during the session.

Assessment

Grids


Session Six



Starter



Small Group Tasks: Discuss what happened to

you over the weekend with each member of

the group. Try to vary what you say and the

way that you describe things.

Group Activity: i) Brainstorm; what people did

over the weekend – pick out similarities /

differences / interesting things.

ii) Brainstorm; what we discovered last week

Instructions will be provided here for the

final task for Session Ten to give students an

opportunity to prepare.

Activities

Go back into the interest groups from last

session. Discuss how the feedback you

received will alter your approach to talking

about your interest. With this in mind, using

the computer access some information to help

you with your presentation – use this

inventively to revise your presentation.

Deliver it to the others in the group and take

questions.

Access to

computers




during the session.

Assessment

Grids


Session Seven


Starter



Group Tasks: each individual selects a card

from Set A and has three minutes to think of

things to say about it before delivering a short

talk about it.

The process is repeated with Set B. Individuals

can consult one other member of the group to

help them in their preparations if they are

stuck.

Cards (Set A)

with topical

themes on them

– all drawn from

their declared

interests.

Cards (Set B)

with random

topical / news

themes on

them.

Activities

Go back into the interest groups from last

session. Discuss how the feedback you

received will alter your approach to talking

about your interest. With this in mind, using

the computer devise a presentation using the

computer / projector / interactive whiteboard.

Each person must contribute equally to the

process in every aspect.

Deliver it to the others in the group and take

questions.

Access to

computers and

projection

equipment /

interactive

whiteboard



Assessment

Grids



during the session.

Session Eight



Starter




from Set A and has three minutes to think of


talk about it.




stuck.

Students cannot use cards that they had in

previous lessons.

Cards (Set A)

with topical

themes on them

– all drawn from

their declared

interests.

Cards (Set B)

with random

topical / news

themes on

them.

Activities

Paired work (someone with whom they have

not worked before): discuss items which

appear on the internet news sites. Select three

which have some form of common thread or

link.

Feedback your choice of items to the rest of

the group – listen to their comments or

feedback about the items.

Revise your choices, if necessary. Now create

a news cast which each pair will deliver to the

others in the group this can include fictitious

interview to explain the story. Your

presentation can only last for a maximum of

Access to

computers /

projection

equipment /

interactive

whiteboard


four minutes.




during the session.

Assessment

Grids

Session Nine



Starter




from Set C and has three minutes to think of


talk about it.




stuck.

Cards (Set C)

with random

locations on

them.

Cards (Set B)

with random

situations on

them – how

would you

handle this

situation?

Activities

Watch an extract of the program ‘Coast’.

Note down the language that is used to

describe the places that are featured on the

screen. How do the words compliment the

images that are being shown? Does this

enhance the program? How? Discuss as a

group and brainstorm the answers.

Look back over the items that have been

presented to the group using technology and

apply what has been discussed to them – have

they been of the best quality?

Reflect on your work to be presented

tomorrow – are there any improvements that

can be made in light of the class discussions?

Access to

computers and

projection

equipment /

interactive

whiteboard.

Video clip


Discuss this with your partner for tomorrow.




during the session.

Assessment

Grids

Session Ten



Starter



Activities

Presentations from each individual in the

group about their aims and plans for the

future.

Paired presentation about a common interest

– same pair as for the diagnostic observation.

Each person / pair will receive feedback.

Access to

computers /

projection

equipment /

interactive

whiteboard




during the session.

Assessment

Grids

Appendix 8: Sample Materials


8.1 Session One- A day’s Leave

The Story

Once a soldier asked his commanding officer for a day's leave to attend his sister's wedding.

The officer asked him to wait outside the door for a few minutes while he considered the

request.

The officer then called the soldier back in and said, "You are a liar. I've just phoned your

sister and she told me she's already married."

"Well, sir, you're an even bigger liar," the soldier replied, "because I don't even have a

sister."

Vocabulary Practice

Mark the best choice.

1. 'Leave' here means......

a. going out from a place

b. one part of a tree

c. permission to be absent from work

d. asking a person for some money

2. To 'attend' here means to ...

a. take care of

b. pay for

c. be present at

d. look at

Questions for Discussion

1. Why did the soldier tell the officer a lie?

2. Why did the officer tell the soldier a lie?

3. Can you remember telling such lies?

Activities


1. Now you tell your friend(s) the story in your own words:

2. Pronounce the following words several times:

1. Command

2. Officer

3. Attend

4. Soldier

5. Already

Accessed from http://iteslj.org/Lessons/Sharifian-Conversation.html

8.2 Session Two

The Story- Wedding Gifts

Jack and his bride were opening their wedding gifts. After unwrapping each package, Lisa

would exclaim enthusiastically, "We really need these towels" or "We'll enjoy eating off

these pretty plates." Then she opened one very large box. It contained a vacuum cleaner.

"Jack," Lisa said, "look what you've got."

Vocabulary Practice

Mark the best choice

1. To 'unwrap' means to.....

a. fasten

b. break

c. open

d. write

2. 'Package' means.......

a. plate

b. parcel

c. room

d. book

3. 'Enthusiastic' means......



a. quite angry

b. indifferent

c. with great interest

d. showing disliking

4. Another word for 'vacuum cleaner' is..........

a. electric fan

b. cleaning machine

c. Hoover

d. electric machine


1. What is funny about this story?

2. Who do you think should use the vacuum cleaner? Why?

Activities

1. Now you tell your friend(s) the story in your own words.


1. Unwrap

2. Package

3. Enthusiastically

4. Towel

5. Vacuum


8.3 Session Three



The Story- The Pie

We were two Australian student nurses training at an English hospital. During visiting hours,

we would take a break in the ward kitchen and often a kindly visitor would slip us a cake or

some chocolate.

One night a woman brought a pork pie to the kitchen and asked me, "Would you 'eat this up,

love?"

My friend and I ate every crumb and were delighted--until the woman returned and asked,

"Is my 'usband's pie 'ot yet, dear?"

Vocabulary Practice


1. 'Ward' here means.......

a. a kind of cooker

b. head nurse

c. a part in a hospital

d. temperature

2. To 'Slip' here means to......

a. divide something

b. give secretly

c. move slowly

d. d get worse

3. 'Pork' means meat from......

a. cow

b. sheep

c. hen

d. pig

4. 'Crumb' means a......

a. kind of fresh fruit


b. very big piece of pie

c. very small bit of bread, cake, etc.

d. person who works in a hospital

5. 'Delighted' means.......

a. very angry

b. quite tired

c. pretty dark

d. very pleased


1. The woman in the story cannot pronounce a sound. What is it? What can be the

reason?

2. What do you think will happen next?

Activities

1. Now you tell your friend(s) the story in your own words.


1. ward

2. crumb

3. delighted

4. until

5. slip


8.4 Session Four- The Vacuum Cleaner

The Story-



A man selling vacuum cleaners appeared at the door of an old lady's cottage and, without

allowing the woman to speak, rushed into the living room and threw a large bag of dirt all

over her clean carpet. He said, "If this new magical cleaner doesn't pick up every bit of dirt,

I'll eat it."

The woman, who by this time was losing her patience, said, "Sir, if I had enough money to

buy that, I would have paid my electricity bill before they cut it off. Now, what would you

prefer; a spoon or a knife and fork?"

Vocabulary Practice


1. A 'cottage' is a ___.

a) kind of shop

b) small house in the country

c) very big expensive house

d) kind of car

2. To 'rush' means to ___.

a) drive slowly

b) talk rapidly

c) move quickly

d) walk heavily

3. To 'cut off' here means to ___.

a) remove by cutting


b) make by cutting

c) disconnect

d) pay the bill


1. Why did the man throw the bag of dirt over the carpet?

2. Why should the man choose either a spoon or a knife and fork?

3. What do you think the man will do the next time he wants to sell something?

Activity

1. Now you tell your partner the story in your own words.

Accessed from http://iteslj.org/Lessons/Sharifian-Conversation2.html

Appendix 9 Course Evaluation Document

1. What was your opinion of the overall approach to the course?


http://iteslj.org/Lessons/Sharifian-Conversation2.html

Very Poor … Poor … Satisfactory … Good … Very Good …

2. Did you find the warm up activities


3. What was your experience of the paired activities which took place in the classroom?


4. What was your experience of the group activities which took place in the classroom?


5. What was your experience of the discussions which took place in the classroom?


6. What was your experience of assessing your own work?

Not useful at all … Not useful … Satisfactory … Useful … Very Useful …

Please give a reason for your answer:

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………….

7. What was your experience of peer assessment?




……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….………………………………………………………………………………………………………………………….

8. What was your overall experience of the materials which were used in class?



……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….…………………………………………………………………………………………………………………………..

9. In your opinion did the course achieve its objectives? Please give a reason for your

answer:

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….…………………………………………………………………………………………………………………………..

10. What improvements do you feel could be made to the course?

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

…….…………………………………………………………………………………………………………………………..

Appendix 10 Assessment Documentation

Self-Assessment / Peer Assessment


Activity Delivery Use of

Language

Vocabulary Discourse

Markers

(linking

words)

Accuracy

Appendix 11 Final Assessment

Student Delivery Use of Vocabulary Discourse Accuracy


Language Markers

(linking

words)

If the students are sufficiently adept in their use of English the assessment sheets could be

modified to reflect the level descriptors found in the Level Four Speaking and Listening

Higher Certificate for Adult Learners and the Level Four Award in Professional Presentation

Skills 2011 – 2012 (accessible on http://www.esbuk.org/content/Downloads/Syllabuses.aspx


http://www.esbuk.org/content/Downloads/Syllabuses.aspx

module 3- final

Documents