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Candidate name:Simon Richardson
Candidate number:011
Centre name:10294
Centre number: International House London
Date:10th December 2012
Delta Module 3
Teaching examination classes
Word Count: 4494
Contents
Part1: IntroductionPage 3
Choice of SpecialismPage 3
Key IssuesPage 3
Considerations in Course DesignPage 5
Part 2: Needs Analysis and CommentaryPage 6
The CoursePage 6
Learner CharacteristicsPage 7
Data Collection MethodsPage 7
Diagnostic TestingPage 8
FindingsPage 9
PrioritiesPage 9
Part 3: Course ProposalPage 10
Course InformationPage 10
Influence of Part 1 & Part 2Page 10
Goals and ObjectivesPage 11
Content and ApproachPage 12
Syllabus TypePage 13
Approach to WritingPage 13
SequencingPage 13
MaterialsPage 14
ConstraintsPage 14
Part 4: AssessmentPage 14
Assessment Decisions and PurposesPage 14
Formative AssessmentPage 15
Summative AssessmentPage 16
EvaluationPage 17
Part 5: ConclusionPage 17
BibliographyPage 19
Appendix 1Page 20
Course ProposalPage 20
Materials BibliographyPage 27
Appendix 2Page 28
Collated Needs Analysis ResultsPage 28
Collated Diagnostic ResultsPage 31
Priorities – DecisionsPage 32
Part 1: Introduction
Choice of specialism
I have chosen Teaching Examination Classes as my specialism as I feel that my teaching would benefit from exploring methods and learner needs when studying for an exam. I have taught a number of exam classes, and find them motivating as they are geared towards helping learners reach a specific goal. My undertaking of this assignment will enable me to assist learners more effectively with achieving that goal and will address exam strategies as well as focusing on how to reduce the stress and pressure that learners feel when preparing for exams.
Key issues
Motivation
Learners working towards exams are usually intent on reaching a specific goal or attaining a score. As such, they have a clear focus which positively affects extrinsic motivation, defined as ‘a construct that pertains whenever an activity is done in order to attain some separable outcome.’ (Ryan & Deci, 2000, P.60) Furthermore, learner motivation in an exam classroom could be positively affected by a shared, identifiable goal, leading to greater cohesion and a collaborative learning environment. Gokhale states that ‘Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking.’ (Gokhale, 1995) This would clearly aid the development of analytical skills.
However, extrinsic motivation could bring increased pressure to the classroom, meaning that learners are also less intrinsically motivated, and this lack of personal enjoyment could lead to a higher affective filter. As such, strategies to help learners address and cope with exam pressures need to be addressed. Further to this is the consideration that learners may in fact be studying for other reasons. It may be that they are taking an exam due to family or governmental pressures, and as such may have little interest in the class. As such, learners’ reasons for being in an examination class must be taken in to consideration in needs analyses so that teachers can be informed and prepared for this dynamic.
Study Skills
Burgess and Head note that ‘Most learners recognise that they cannot depend totally on their teacher to get them through an exam, and they must do a lot of work for themselves. However, they do not always know how to do this, and often lack the organisational skills and discipline required’ (Burgess & Head, 2005, P.8). In my experience, this can also go against learner expectation. Learners often come from cultures in which learning comes from the teacher, and it can be very difficult for them to adjust outside the classroom, when the demands are higher. Bearing this in mind, it is important to recognise the importance of learner training and to incorporate this in to an exam teaching programme. It should be made clear that such classes will deliver a higher amount of homework, but that this will be coupled with training on how to use dictionaries, organise work and record lexis and grammar. This is something that should be discussed at the beginning of a course so as to prepare learners for a possible difference in environment.
Validity and Backwash
While language exams provide the opportunity for learners to further themselves, it is important to evaluate their validity. While an exam may have a high content validity; it ‘constitutes a representative sample of the language skills’ (Hughes, 1994, P.22), it may have a low criterion-based validity, in that the exam does not accurately predict the future academic performance of a learner. This concern could be due in part to the effect of backwash, defined as ‘the direct or indirect effect of examinations on teaching methods’ (Promodrou, 1995, P.13) Focusing too heavily on discrete-point item types, such as gap fills and multiple choice tasks may lead teachers to start teaching to the exam specifics, rather than continuing to teach learners language that will develop them. If learners are efficiently trained to perform specific tasks, or are supplied with language specifically inputted in order for them to successfully negotiate a discrete-point item, then they may not be being prepared for life after the examination. In my experience of teaching exam classes, there is a clear relationship between results expectation and negative backwash, as learners are preoccupied with doing what it takes, rather than studying language in other contexts that can then be applied to examinations.
A negative result of the above is that learners’ intrinsic motivation can be lowered even further, as there is a monotonous and constant focus on the examination and past papers. However, Promodrou feels that this overt backwash could be positive by adopting techniques more in line with communicative, and, to some extent, humanistic teaching’ (Promodrou, 1995, P.15). Harmer, meanwhile, suggests that a balanced activities approach could raise intrinsic motivation, thereby giving it a place within examination classes. He states that ‘by presenting learners with a variety of activities we can ensure their continuing interest and involvement in the language programme.’ (Harmer, 1992, P.76) By setting examination classes in a communicative classroom, the effects of covert backwash (teaching as if testing) can also be diminished, as classes become less teacher-fronted, and more focused on a communicative task than prioritising correctness in a teacher-fronted classroom.
Considerations in course design
Learners
It is important to consider learners’ existing knowledge of the examination in question in order to determine the level of basic introduction required. Further to this, taking in to account learner background with regards to previous experience of examination practice as well as general academic background could inform course design. As I mentioned earlier, assessment of motivation and expectation, both personal and external (if applicable) is also highly important.
Content and Materials
Using a specialised course book has clear benefits in an examination class. Not only will it only contain materials and exercises specific to that particular exam, but it will often come with a workbook, which can help shape learners’ studying away from the classroom. Further supplements to self-study can also be found in the form of CD ROMs and practice test books, although the latter should be used sparingly, bearing in mind the dangers of focusing too heavily on examination tasks mentioned earlier. Exam courses are often set out in a modular fashion, and this could mean covering exam components separately, or using a topic-based syllabus as is often laid out in exam course books. This means that items to be taught are clearly sequenced. Hedge refers to these syllabuses as ‘’product’ syllabuses as they focus on the product of learning, whether this is knowledge of a set of grammatical structures, or the communicative ability needed to participate in a set of situations or talk about a set of topics’ (Hedge, 2000, P.358). This topic-based approach can be highly motivating, as it allows learners to see the possibilities for transferring language to situations outside the examination.
While a product approach is clearly motivating, it could be said that it does not adequately cover learner needs in an examination class. To address this, a mixture of product and processes approaches could be adopted. The latter is described as ‘not so much on what learners need to cover but on how they acquire language through performing it in the classroom’ (Hedge, 2000, P.359). An example of this can be seen in a typical class outline for a process approach to writing, which focuses on learner training in the areas of ‘prewriting; composing/drafting; revising; and editing’ (Tribble in Badger & White, 2000, P.154). This kind of approach further complements development of analytical skills in learners.
Part 2: Needs Analysis and Commentary
The course
I have chosen to focus on writing skills for the IELTS exam for three reasons. Firstly, my own experience has suggested that the majority of learners find writing the most challenging aspect of the exam, a theory that is backed up by O’Connell’s findings in a ranking survey: ‘The overall result was fairly predictable, with Writing coming top of the nightmare list…’ (O’Connell, 2003, P.26). This theory was backed up by the needs analysis. Thirdly, IELTS has grown significantly in the last few years and represents an extremely important goal for learners wishing to move in to tertiary education in English speaking countries.
Learner characteristics
The group consists of two males and two females at CEFR B1 level. The age range is 20-30 and the group is represented by three L1s; Turkish, Italian and Arabic. They are all aiming for 6.5 or above, and, as outlined in the needs analysis (Appendix 3), are working towards the IELTS test with a view to gaining entry to English universities. They have experience and knowledge of the exam’s content, with two of the group having already attained 5.5 in earlier attempts at the exam. They are highly motivated while being comfortable and integrated in to the living environment in London,meaning that the affective filter appears to be low. However, in the classroom they are aware of their shortcomings with regards to examination techniques. Furthermore, they have not received any notable learner training, meaning that they are currently struggling with self-study methods, something which has been negatively affecting their confidence levels.
Data collection methods
Closing the learner gap between current and desired level is a key part of any course, and a needs analysis provides a vehicle for analysing perceived and actual gaps. From this data goals and objectives can be written. As needs can refer to wants, desires, demands, expectations, motivations, lacks, constraints and requirements (Brindley, 1984), I have chosen to conduct both objective and subjective analyses on the learners, as it is key to bear in mind not just their objective, factual needs related to ability, but also any attitudes or expectations that may shape their learning, motivation or attitude. I chose to use three different methods of data collection:
- A two-part structured learner questionnaire (learner and exam questionnaire), in which learners were encouraged to comment on preferences and expectations within the classroom, as well as perceived difficulties with the exam.
- A learner group discussion, in which personal goals were set with consideration given to perceived linguistic deficiency and the aim of achieving 6.5 (7.0 for one learner) in the IELTS test.
- A self-evaluation, in which learners pinpointed their own perceived abilitieswith regards to specific examination tasks.
The decision to choose more than two different methods of data collection was informed by Richards’ concept of a ‘triangular approach’ (Richards, 2001), which states that using a single method of data collection would not suffice to adequately pinpoint the learner gap.
Diagnostic testing
A diagnostic test is designed specifically to pinpoint strengths and weaknesses that will further inform goals and objectives. However, with an examination class such as IELTS, it is appropriate to use a past paper sample so as to give a clear indication of level. This clearly fulfils the criterion of establishing a tangible gap between initial level and desired level, as it can be expressed numerically. Therefore, I used a sample of their work on part two of the IELTS writing exam. Upon receiving the sample, I graded learners by the marking criteria as laid out by the IELTS examination board (Appendix 7:
- Task Achievement (TA)
- Coherence and Cohesion (CC)
- Lexical Resource (LR)
- Grammatical Range and Accuracy (GA)
The sub-categories that I analysed when considering grading on the above were:
- Respect of word count, layout, content, presence of supported opinion (All TA)
- Paragraphing, sequencing of information, use of cohesive devices (All CC)
- Range, accuracy and appropriacy of lexis (including spelling) (All LR)
- Variety, complexity and accuracy of grammar (All GA)
Findings
Needs Analysis
Learners clearly identified writing as an area of weakness, and were in universal agreement that the main difficulties lay with task 2. Through the questionnaires, I was able to ascertain preferences as well as perceived areas of difficulty (Appendix 2). The group discussion also allowed me to observe the learners’ spoken ability, as well as begin to form goals and objectives based on the discussion.
Diagnostic Testing
As seen in the results in Appendix 2, the learners completed the writing task with some degree of success. They adhered to a conventional layout, responded directly to the question and all used topic-specific lexis. Weaknesses, however, lay in grammatical range and accuracy, use of cohesive devices and paragraph organization.
Priorities
Bearing in mind the motivation of the learners as outlined in the needs analyses, coupled with their results in the diagnostic test, I have decided to prioritise the following ten points in the design of this course:
P1.Learner training and strategies, including self-study
P2.Knowledge of appropriate topics (Part 2)
P3.An awareness of question types and expectation (Both parts)
P4.Organisation of writing – structure and paragraphing (Both parts separately)
P5.Use of cohesive devices (Part 2)
P6.Language of description (Both parts)
P7.Information flow and discourse (Both parts)
P8.Expressing and justifying argument and opinion (Part 2)
P9.Developing a wider grammatical range
P10. Developing a wider lexical range
As this course focuses solely on writing, I strongly believe the there is ample time to divide focus over a wide range of issues.
Part 3: Course Proposal
Course information
This course has been designed as the first 21 hours of a 60 hour programme, which will be split in to three contact hours per day, running over four weeks from Monday to Friday.
Influence of Part 1 and Part 2
As evidenced by the needs analysis, the learners are motivated by group discussion and the presence of a central topic as a starting point. Exam course books tend to be topic-based, and discussion is an appropriate method of drawing lexis, argument and areas of weakness from both a topic and from learners. Discussion as a vehicle is considered a key principle of instructed SLA theory as outlined by Ellis: ‘interaction is not just a means of automatising what the learners already know but also about helping them to acquire new language’ (Ellis, 2008, P.4). Taking this into account, I have incorporated a topic text task approach, as this will facilitate discussion, analysis and completion of tasks (spoken and written) that will develop learners’ abilities to address specific examination tasks.
I have taken in to account learners’ requests in the needs analysis with a negotiated syllabus incorporating learners’ subjective needs. Hedge states that this ‘fits with the progressivist view that learners will learn more effectively if it is clear that their experiences and perceptions are valued, and if they are involved in developing the course through a process of consultation’ (Hedge, 2000, P.364).
Because the learners share a single goal, the exam practice element of the course can be narrow-angle, which is suitable when the language and tasks are highly specific: ‘Narrow anglecourses essentially “provide learners with a restricted competence to enable them to copewith clearly defined tasks”’ (Widdowson in Bruce, 2005, P.240). This focus should serve to motivate, although, bearing in mind issues of motivation and monotony, I have chosen to restrict the amount of specific examination tasks. To allay any concerns about content, I am focussing on learner training and have chosen a course book that provides extensive self-study materials. This will further surrender the course to the learners, serving to develop autonomy.
Goals and objectives
The objectives outlined are centred on developing competency through a process approach, as well as addressing tasks and communicative purpose through a product approach. The learners identified a particular weakness in structuring writing, a process approach outlined as ‘pre-writing; composing / drafting; revising and editing’ (Tribble in Badger & White, 2000, P.153), but also showed a desire to develop communicative competency using a central topic as a vehicle, which could be complemented by adopting the ‘familiarisation, controlled writing, guided writing and free writing’ (Badger & White, 2000, P.153) product approach.
The goals and objectives have been written under the guidance of the established priorities from section 2, and are referenced in the table (P1-P9). Priorities have been clearly defined in Appendix 2.
Goals: By the end of the course, the learners will be better able to: / Objectives: To achieve these goals, learners will:A) Respond appropriately to a range of task types in writing parts I and II, fulfilling marking criteria under Task Achievement (P3, P4) / 1. Have been introduced to writing as a process, and have had the chance to respond to the main types of task 1 and 2 writing (Also Goals C & D)
2. Have analysed and evaluated question types and band descriptors in order to better understand expectation
B) Discuss, respond to and argue for and against a range of appropriate academic topics, using a range of lexis (P2, P6, P8, P10) / 3. Have participated in debate related to a variety of topics
4. Have familiarised themselves with appropriate language of argument and have had the opportunity to use this language repeatedly through a product approach to writing
5. Have read a number of articles relating to topic areas, focusing on meaning and form (Also Goals C & D)
C) Undertake self-study, particularly with regards to exam practice and keeping lexical and grammatical records for revision purposes (P1) / 6. Have been introduced to the usage of lexical notebooks and the internet outside the classroom (Also Goal B)
7. Have been introduced to a workbook and how to use it in self-study time
D) Use a range of cohesive devices, discourse and grammatical structures appropriate to the desired IELTS band (P5, P7, P9) / 8. Analysed native / proficient models to notice the learner gap with specific focus on substitution, ellipsis, sequencing, use of the passive and grammatical range
9. Engaged in peer correction and collaborative writing in order to further scaffold (Also Goals A & B)
Content and Approach