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Engaging students through Peer Feedback to Boost Linguistic Progress and Career Awareness

Engaging students through Peer Feedback to Boost Linguistic Progress and Career Awareness . Ms Jessica Mason Dr JC Penet. Why such a project?. Use 1 st Year French module to enhance careers awareness amongst Stage 1 students + linguistic objective 2012-13: 1 st phase of project

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Engaging students through Peer Feedback to Boost Linguistic Progress and Career Awareness

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  1. Engaging students through Peer Feedback to Boost Linguistic Progress and Career Awareness Ms Jessica Mason Dr JC Penet

  2. Why such a project? • Use 1st Year French module to enhance careers awareness amongst Stage 1 students + linguistic objective • 2012-13: 1st phase of project Students had to complete tasks on careers-related matters in French via the e-Portfolio.

  3. FReE (French e-Portfolio Employability)Tasks • Developed in collaboration with the University’s Careers Service and the Learning and Teaching Unit (QuILT); • Linked with module’s activities or School-wide events but always careers/employability related; • In French (encourage ‘code-switching’)

  4. Project evaluation • 2 questionnaires - S1 questionnaire - 78% response rate; - S2 questionnaire - 70% response rate (7/10 questions similar to S1 questionnaire).

  5. Findings Issues highlighted by S1 and S2 questionnaires: • Most students found it difficult to come to terms with the e-Portfolio and/or to see the point in using it at all; • Students found it easier to see the linguistic interest of tasks than their potential re careers awareness; • Some students lost motivation in S2

  6. Need for Current Project • Introduce element of peer-feedback by asking Final-Year Students to review First-Years’ FReE Tasks • Benefits: • More feedback (linguistic and content-wise) – sustained motivation; • e-Portfolio as social network (becomes more ‘relevant’); • Increased employability for team of Final-Year Students

  7. Outcome • Partial results so far. Questionnaires commissioned as last year will highlight areas to improve. • First Years have one-to-one contact with final year students to improve language aptitude and career awareness • Final year students revise key points and improved work experience.

  8. Students’ Involvement • FReE Team was born! NWE scheme.

  9. Employability • Final Years much improved employability skills • Responsibility and independence within the project • Developing management style • Refining leadership skills which are useful to mention when applying for graduate jobs

  10. Attainment • First Years seem to respond well to one-to-one peer feedback with Fourth Year students • Open channels of communication between years within School • Improved language attainment • Encourages reflection and structured independent learning

  11. Student Feedback • “Thank you very much for my feedback regarding my FReE Task. It has certainly improved my confidence.” • “Thank you again for your feedback... It was very useful. I will apply it to my writing in the future.”

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