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Evaluating an ESP Course

Dubravka Zupanec Tadeja Hafner School of Foreign Languages Slovenia. Evaluating an ESP Course. English for Platoon Leaders. Slovenian Armed Forces Officer Candidate School. Evaluating an ESP Course. Background Research and findings Development of a new course. Background 1.

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Evaluating an ESP Course

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  1. Dubravka Zupanec Tadeja Hafner School of Foreign Languages Slovenia Evaluating an ESP Course

  2. English for Platoon Leaders Slovenian Armed ForcesOfficer Candidate School

  3. Evaluating an ESP Course Background Research and findings Development of a new course

  4. Background 1 Purpose of evaluation: Program development Program accountability (Weir and Roberts, 1994)‏

  5. Background 2 Is the course meeting its aims? • client satisfaction (school)‏ • learners’ satisfaction • teachers’ satisfaction

  6. Background 3 Aspects of evaluation: the syllabus the teachers the students

  7. Research 1 Documentation on the OCS training course previous OCS training program vs. new OCS training program morehands- oncontent

  8. Research 2 Informal interwiews with the commanders at OCS Joint training with the Czech Republic Longer training abroad Numerous international field training exercises

  9. Research 3 • English course documentation • relevant course documents • course work • course reviews

  10. Research 4 Informal interviews with the teachers level of difficulty to be increased style of instruction to be changed materials to be adapted assessment to be improved

  11. Research 5 End-of-course questionnaires (45 students included) Areas: course content materials teaching methods

  12. ‏

  13. End-of-course questionnaires Suggested improvements: 71% (32ss)- more tactics 75% (34ss)- discussion on up-to-date topics 55% (25ss)- more grammar 62% (28ss)- more individual work

  14. Research 6 Literature on teaching advanced learners What makes advanced learners different? individual needs needs rarely consistent within group

  15. Literature on teaching advanced students make it different stretch the students individualise (Felicity O’Dell, 2008)‏

  16. Development 1 Conclusions: Aims and objectives to be revised, Real-life tasks to be introduced The teaching approach to be altered Assessment to be redefined

  17. Development 2 • Aims & tasks: • delivering a well organized briefing • participating in meetings • Giving oral and written orders • improving study skills

  18. Development 3 A different teaching approach providing self-access materials using internet as a teaching aid using elements of problem based learning having students work on projects web quests songs

  19. Development 4 Improved assessment A new assessment scale, set criteria Tasks: - briefing - meeting - oral & written order Group and individual scores Teacher and peer assessment

  20. Pending issues Materials design involving experts Teacher training Development 5

  21. Conclusion • Background to the evaluation • Approach and methods used • Development of the new course

  22. Questions? Thank you.

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