English-medium courses at the University of Oulu: Experiences of Teaching & Learning

1. English-medium courses at the University of Oulu: Experiences of Teaching & Learning Language Centre: Sabine Grasz & Suzy McAnsh, Teaching Development Unit: Tiina Salmijärvi

2. Some background… The University of Oulu, like other Finnish universities, is concerned with • attracting foreign students • preparing its Finnish students for their future careers in an international working environment. requests from the facultiesfor support Rector’s brief toLanguage Centre responsibility for developing the quality of courses taught through English plans to create a 4-credit course for teachers who teach their subject through English Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

3. Before we set out to design the course, we began by establishing the needs of teachers for support in English-medium teaching… Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

4. Survey of previous work • Lehtonen et al. 1999. Teaching through English at the University of Helsinki • Tella et al. 1999. From Tool to Empowering Mediator • Pedaforum - syksy 2, 2002 (variety of reports) • handbooks about ITA training in the USA, for example, • University of Syracuse • University of California at San Diego • University of Connecticut Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

5. Our own survey Two extensive electronic surveys were carried out at the University of Oulu in April 2008: The first was sent to about 700 students • submitted by 113 (47 with native language other than Finnish), who had participated in courses taught through English. The second was sent to 900 teachers • returned by 85 (14 with native language other than Finnish), who had • experience of teaching through English • or the intention to teach through English. Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

6. Our own survey By means of the survey, we sought the answers to a variety of questions, such as • whether present study approaches and teaching formats are supportive of learning, • how teachers and students evaluate the learning outcomes achieved on English-medium courses, • whether staff and students consider their language skills adequate for the range of purposes for which they are needed, • how students and teachers perceive academic cultural differences in the multicultural classroom. Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

7. Profile of studentsrepresented in the survey 1/2 Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

8. Profile of studentsrepresented in the survey 2/2 Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

9. Profile of teachersrepresented in the survey Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

10. The survey provided some interesting perspectives… Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

11. How do teachers and students evaluate the learning outcomes achieved on English-medium courses? Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

12. Do staff and students consider their language skills adequate for teaching and learning through English? 1/3 How do the students evaluate their own language skills for studying through English? Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

13. Do staff and students consider their language skills adequate for teaching and learning through English? 2/3 In which areas do the students cope ”less than well”?

14. Do staff and students consider their language skills adequate for teaching and learning through English? 3/3 In which areas do teachers consider they themselves cope ”less than well”? • giving lectures 28.6% • asking and answering questions 22.8% • writing instructions and handouts 20.1% • indicating relationships between familiar and new 19.8% • understanding what students say 19.0% • reading course literature 18.8% • written communication 18.2% • field-related terminology 10.3% Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

15. What sorts of learning opportunities are preferred? 1/2 Learning formats most supportive of learning (students’ view): • small-group tutorials • e.g. discussions, thesis workshops, maths problem-solving • lectures • demonstrations or practicals in a laboratory or workshop • independent study alone • appropriacy of the learning format depends on • the discipline • the purpose • the context Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

16. What sorts of learning opportunities are preferred? 2/2 Other observations by students: • Learning situations considered efficient when students • work actively • apply their theoretical knowledge in practice • think for themselves • teach others • Different learning formats in combination can support learning. • Students expressed a wish for more opportunities for • field work • demonstrations or practicals in a laboratory or workshop • individual tutoring and advising • small group tutorials Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

17. How do students and teachers perceive the behaviour of students from other national academic cultures? Survey respondents attribute certain behaviours and attitudes to national academic cultural backgrounds, for example, • activity and passivity • approaches to rules and authorities (attention to teacher, punctuality, deadlines, interrupting, cheating) • teacher-student relationships (power distance) • interaction between students (social interactionrate, cooperation/competition) • achievement-orientation • attention to details or to the “big picture” (field dependency) Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

18. What differences between courses taught through English and courses taught through Finnish were observed by students and staff? Use of a language which is not the mother tongue could lead to • passivity in discussion and asking questions • anxiety in taking an active role in class • more superficial discussion or treatment of a topic • a deceleration of the whole learning process Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

19. What are the main challenges when teachingan English-medium course? • exploiting multicultural perspectives • managing classroom interaction and activating students • accommodating different cultural backgrounds and expectations of students • facilitating effective group work and independent study • producing teaching material in English (time consuming!) • translating terminology (discipline-dependent factor ) • students’ language skills • teachers’ own language skills Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

20. What are the main challenges when learningon an English-medium course? • teachers’ language skills • lack of explicit instructions and poor information Students also mentioned the following as challenges: • own language skills • communication with (Finnish) fellow students • limited number of courses offered in English • unwillingness of the teachers to teach in English • culture shock and different expectations • lack of material in English Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

21. In what ways do teachers need to develop their skills? 1/3 In the students’ view, teachers could improve their skills in the following areas: • confidence in speaking English, fluency and pronunciation • knowledge of vocabulary (terminology) • wording of instructions and exam questions • provision of more tutoring opportunities for those who need them Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

22. In what ways do teachers need to develop their skills? 2/3 Teachers perceive a need to develop their skills in the following areas: • pedagogical skills for promoting learning • methods and techniques for motivating and activating students • consideration of students’ cultural and educational backgrounds • adapting the style of communication to the audience • continually developing teaching technologies • oral fluency in formal and informal situations • preparing written materials: handouts, instructions, feedback • professional terminology • pronunciation Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

23. In what ways do teachers need to develop their skills? 3/3 Teachers also expressed wishes for • student, expert and peer feedback • services for language checking and translation of course materials • reference materials • benchmarking with successful courses Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

24. What next? Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

25. The survey indicated that most teachers who teach their subject through English • have good or excellent language skills • have a high level of knowledge of their own subject • make considerable efforts to help their students learn However, our findings indicated that many teachers who teach English-medium courses have a clear need and wish for support. and so… Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

26. The University of Oulu will offer a four-credit course in autumn 2008: SET-UP Support for English-medium Teaching in the University Programmes • The course content will be informed by the survey findings. • The course will be produced through cooperation between • the Language Centre • the Teaching Development Unit • International Relations. • The main focus areas will be combined in an integrated package • pedagogical skills • cultural competence • language development. Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008

27. Grasz, McAnsh and Salmijärvi, Opintori 14.5.2008