Bytes report after 4 groups 2015

C7facets ‘English Map Power-course’ Training

Report for Bytes, 2015Overview of the English Map Power-course

The results and some remarks after completing the English Map Power-course with 4 student groups at Bytes People Solutions.

Written by J.H. Stander

[email protected]

C7facets ‘English Map Power-course’ Training Report for Bytes, 2015

C7facets ‘English Map Power-course’ Training Report for Bytes, 2015Overview of the English Map Power-course

The English Map Power-course

The English Map Power-course is divided into 5 Themes. The course is started with an introduction to a short history of English as a language and the concept of ‘Englishes’ and its worldwide trend presently. The aim is to instill and inspire confidence in students having to use English as a second or third language.

Then the whole of English as a language is divided into four aspects. This is done so that students of English can determine where an aspect fits into English as a language when discussed. It removes the feeling of being on a small boat on the open seas without any sense of direction that 2nd and 3rd English language learners experience so often.

Theme 3 deals with the English Map itself. This is a hands-on model that can be applied straight from the mind, is ‘water-tight’ in its application when using English and provides a solid foundation for any future engagement with English as a language.

The English Map Power-course 1

Impressions of Students on the English Map Power-

course

“Thank you. You have given me hope in life because change is the end result of all true learning. I have found my way.”

“The course was very ‘brain-feeding’. I learnt a lot.”

“It was good and I have learnt many new things that can help me for the rest of my life.”

“I’ve learnt a lot. My English has improved.”

“The experience was fruitful. The English Tenses have been eye-opening in the way we’ve used them. This course would be … great if it could be taught in schools as well.”

“The course has been very helpful and educational.”


Students learn to apply the English Map model in various kinds of sentences with Theme 4. Theme 5 serves as a fine-tuning of English skills: South African context

elocution errors are corrected; students are taught the rules of concord (singulars and plurals); the choice of the right tense to be used within a specific form of communication is explained.

Methodology for Generating ResultsA test is written before the model is dealt with. The results of this first test indicate the understanding students have of Tenses before the model.

Directly after the model exercises are done where the students have to apply their newly acquired tenses skills. An average is calculated for these exercises.

After Theme 5 they write a final tenses test as well as deliver a speech. This test consists of two sections: Section A deals with Tenses and counts 55 marks. Section B tests some Figures of Speech and counts 15 marks. A percentage is given for Section A, which shows the students’ understanding of tenses after some time has elapsed since having engaged with the model.

When the percentage of the last test (after the model) is compared with the percentage of the first test (before the model), as well as measured with the average for the exercises, a performance difference in percentage can be clearly established.

Finally, once the final tests have been marked, the trainer hands them out and then assesses it in detail with the groups. By doing this a final opportunity is given to the students to see where they have still made mistakes etc. Also, the trainer demonstrates here once again (as has been done when the exercises have been marked), the thought processes to be applied when utilizing the English Map.



course

“I was very pleased with the whole course.”

“He is very good at what he does. The course is very useful and helpful.”

“... it was an eye-opener. It made me see English in a different way …I am now willing to go out there with confidence … I wish there could be more of this… ”

“This course improved my pronunciation of words and … accent to be better.”

“The instructor was relevant and fluent with explanations…”

“The instructor is excellent in his work…”


ResultsGroup 4:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 210

102030405060708090

100

Chart TitleTenses Test before model /%% for exercises after modelEnglish Map Test: Tenses after Model %

Amount of Learners

%

147

10131619

-30 -20 -10 0 10 20 30 40 50 60

Performance Difference in % between 1st test and final

test

Amount of Learners

%

(Read the interpretation of these graphs at the end of the Graph for Group 7.)



course

“I was very pleased with the whole course.”

“He is very good at what he does. The course is very useful and helpful.”

“... it was an eye-opener. It made me see English in a different way …I am now willing to go out there with confidence … I wish there could be more of this… ”

“This course improved my pronunciation of words and … accent to be better.”

“The instructor was relevant and fluent with explanations…”

“The instructor is excellent in his work…”


Group 5:

1 2 3 4 5 6 7 8 9 10 11 1213 14 15 1617 18 19 20 21220

102030405060708090

100

Group 5: Differences in per-formance before and after the

EM modelTenses Test before model %Exercises %English Map Test: Tenses section after Model %

Amount of Learners

%

147

1013161922

-10 0 10 20 30 40 50

Group 5: Difference in Per-formance for Tenses Test be-

fore / after model

%

Amou

nt o

f Le

arne

rs


Group 6:



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 190

102030405060708090

100

Group 6: Differences in per-formance before and after the


Amount of Learners

%

147

10131619

-10 0 10 20 30 40 50 60

Group 6: Difference in perfor-mance for Tenses Test before /

after model

%

Amou

nt o

f Le

arne

rs


Group 7:



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 200

102030405060708090

100

Group 7: Differences in Per-formance before and after the


Amount of Learners

%

147

10131619

0 10 20 30 40 50 60

Group 7: Difference in Per-formance for tenses test be-

fore / after model

%

Amou

nt o

f le

arne

rs

Interpretation of Graphs for Group 4, 5, 6 and 7



First Graph

The first graph shows the difference in the understanding of Tenses before the English Map model, directly after it had been taught and then applied to exercises, finally when harnessed in the final Test after the whole course had been taught.

According to Graph 1, immediately after the model, the students’ understanding of Tenses increases drastically when they apply their new knowledge to changing sentences into Questions, Negatives, Question Tags, Passive Voice, Probability sentences and Reported Speech. For example, an increase of up to 69% is recorded for person number 19, Group 7, on the graph.

Second Graph

The second Graph shows the percentage difference in performance between the test written before the model had been taught and then after all of the course material.

A general drop in marks between the exercises’ average and the final Test’s average – the Tenses section - at the end of the course, was recorded for each group. The Evaluation Reports provide some insight as to why this happens: students state for instance that more time should be spent with them, the course having too much information in too little time to assimilate.

Another reason can be that the new information takes time to be absorbed and practice to master it competently. It has to do with a whole new way of thinking, other than the ways which had been taught in schools. Some catch on faster than others. The fact that they do so well with the exercises directly after the Map model had been taught, shows that the information is fresh in their minds and therefore they apply it more accurately.

AveragesThe average for the first test before the model for these four groups, is 37.75%. After the model the average climbed to 61.75% for the exercises, showing an increase of 24% average in their understanding of Tenses. The average then dropped to 56% for the final test, Tenses section, a decrease of 5.75%.

Conclusion



According to the Graphs the results show a significant improvement in the understanding of English Tenses. The English Map though is to be applied by each individual on a daily basis in order to grow and improve personal skills.

RecommendationsThe course can be expanded further to include Business English as a Soft Skill. According to most students the content entails a lot and demands more time to be digested. This course will be a great bridging course for an increased understanding of English as a language, which is necessary for all subjects. Therefore it is recommended to be used to enhance all participants’ and trainees’ language skills.Even trainers will benefit from the course. Many language mistakes made by trainers have been picked up during the trainer’s involvement at Bytes. With a little fine-tuning the quality of English communication - and training therefore - can be significantly enhanced.It is recommended that a division is started for English communication

having it as a prerequisite for the studying of any subject at Bytes. Many trainees’ language skills are not on par, which can result in a couple of issues later:

A. If reports have to be written to their managers or supervisors at the place where they are employed, much frustration will be averted if their English language skills don’t have to be edited – a frustration that the trainer’s brother had to endure as a head of a department at Deloitte &

Touche.B. Also, much of what the trainees learn at Bytes has to do

with direct contact with the public. When one works with the public, one has to communicate fruitfully, leaving no room for misunderstandings. Thus, for all companies concerned, better communication will result in favorable

impressions, causing better business. A course for instructors to train this course will do very well. There is a

tremendous need for a proper understanding of English, more than people would be willing to admit. Yet, once they are in such a position where they become aware of their lack of English skills (getting in touch with their need for it), they welcome any help.


Documents

Bytes report after 4 groups 2015