Evaluating an ESP CourseEvaluating an ESP Course

Dubravka ZupanecDubravka ZupanecTadeja Hafner Tadeja Hafner

School of Foreign LanguagesSchool of Foreign LanguagesSloveniaSlovenia

Slovenian Armed ForcesSlovenian Armed ForcesOfficer Candidate SchoolOfficer Candidate School

English for Platoon LeadersEnglish for Platoon Leaders

Evaluating an ESP CourseEvaluating an ESP Course

• Background Background

• Research and findingsResearch and findings

• Development of a new courseDevelopment of a new course

Background 1Background 1

Purpose of evaluation:Purpose of evaluation:

Program developmentProgram development

Program accountabilityProgram accountability

(Weir and Roberts, 1994)(Weir and Roberts, 1994)

Background 2Background 2

IsIs the course meeting its the course meeting its

aimsaims??

• client satisfaction client satisfaction (school)(school)

• learners’ satisfaction learners’ satisfaction • teachers’ satisfactionteachers’ satisfaction

Background 3Background 3

Aspects Aspects of of evaluation:evaluation:

• the syllabusthe syllabus

• the teachersthe teachers

• the studentsthe students

Research 1Research 1

• Documentation on the OCS training Documentation on the OCS training coursecourse

previous OCS training program vs. previous OCS training program vs.

new OCS training programnew OCS training program

more hands- on content

Research 2Research 2

• Informal interwiews with the Informal interwiews with the commanders at OCScommanders at OCS

Joint training with the Czech Joint training with the Czech

RepublicRepublic Longer training abroadLonger training abroad Numerous international field Numerous international field

training exercisestraining exercises

Research 3Research 3

• English course documentationEnglish course documentation

relevant course documentsrelevant course documents course workcourse work course reviewscourse reviews

Research 4Research 4

• Informal interviews with the teachersInformal interviews with the teachers

level of difficulty to be increasedlevel of difficulty to be increased style of instruction to be changedstyle of instruction to be changed materials to be adaptedmaterials to be adapted assessment to be improvedassessment to be improved

Research 5Research 5

• End-of-course questionnaires End-of-course questionnaires

(45 students included) (45 students included)

Areas: course contentAreas: course content

materialsmaterials

teaching methodsteaching methods

Topics Materials Methods0

10

20

30

40

50

60

70

80

90

100

• End-of-course questionnairesEnd-of-course questionnaires

Suggested iSuggested improvements:mprovements:

71% 71% ((32ss32ss)) - - more tacticsmore tactics75% 75% ((34ss34ss)) - - discussion on up-to-discussion on up-to-

date topicsdate topics5555% % ((2255ssss)) -- more grammar more grammar62% 62% ((2828ss)ss) - - more individual workmore individual work

Research 6Research 6

• Literature on teaching advanced learnersLiterature on teaching advanced learners

What makes advanced learners What makes advanced learners different?different?

individual needsindividual needs needs rarely consistentneeds rarely consistent within group within group

• Literature on teaching advanced Literature on teaching advanced studentsstudents

make it differentmake it different stretch the studentsstretch the students individualiseindividualise

(Felicity O’Dell, 2008)(Felicity O’Dell, 2008)

Development 1Development 1

• Conclusions:Conclusions:

Aims and objectives Aims and objectives to be to be revisreviseded,,Real-life tasks to be introducedReal-life tasks to be introducedThe teaching approach to be alteredThe teaching approach to be alteredAssessment to be redefinedAssessment to be redefined

Development 2Development 2

• Aims & tasks: Aims & tasks:

delivering delivering aa well organized briefing well organized briefingparticipating in meetingsparticipating in meetingsGiving oral and written ordersGiving oral and written ordersimproving study skillsimproving study skills

Development 3Development 3

• A different teaching approachA different teaching approach

providing self-access materialsproviding self-access materialsusing internet as a teaching aidusing internet as a teaching aidusing elements of problem based using elements of problem based

learninglearninghaving students work on projectshaving students work on projects

– web questsweb quests– songssongs

Development 4Development 4

• Improved assessmentImproved assessment

A new assessment scale, set criteria A new assessment scale, set criteria

Tasks: - briefingTasks: - briefing

- meeting- meeting

- oral & written order- oral & written order

Group and individual scoresGroup and individual scores

Teacher and peer assessmentTeacher and peer assessment

Development 5Development 5

PendiPending issuesng issues

Materials design involving expertsMaterials design involving experts

Teacher trainingTeacher training

ConclusionConclusion

Background to the evaluation Background to the evaluation Approach and methods usedApproach and methods usedDevelopment of the new courseDevelopment of the new course

Thank you.Thank you.

Questions? Questions?