Project A1 Course Piloting Report - languages4all.eu version -A1 by TUSDU.pdf · Project A1 Course Piloting Report Author: Hilarija Lozančić Benić Project manager of TUSDU, Croatia

Erasmus + project “Language skills and intercultural issues in the hospitality

industry: Unity in Diversity in the EU labour market”

(Project No. 2016-1-HR01-KA202-022160)

Project A1 Course Piloting Report

Author:

Hilarija Lozančić Benić

Project manager of TUSDU, Croatia

January 2018-June 2018

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Contributors:

Hilarija Lozančić Benić (Croatia, TUSDU)

Dobrijela Deranja (Croatia, TUSDU)

Dr.paed., prof. Ineta Luka (Latvia, Turiba University)

Anda Komarovska (Latvia, Turiba University)

Sundars Vaidesvarans (Latvia, Turiba University)

Vicente Navas Mesa (Latvia, Turiba University)

Vakaris Šaulys (Lithuania, Vilnius Business College)

Erna Vöröš (Slovenia, Ekonomska šola Murska Sobota)

Dr. Zsuzsanna Ajtony (Romania, Sapientia Hungarian University of Transylvania)

Pellizzari Simona (Italy, IPSSA NINO BERGESE)

Pavel Kluh (Czech Republic, VOŠ)

Özcan Turan (Turkey, KÜTAHYA İL MİLLÎ EĞİTİM MÜDÜRLÜĞÜ)

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Content

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Preparatory Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

The Main Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Findings: Information on the students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

The Findings: Information on the adults and hotel industry staff . . . . . . . . . . . . . . . . . . . . . . . .10

The Findings: Evaluation of the learning platform-students. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Findings: Evaluation of the learning platform-adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

The Findings: A1 Modules piloted by students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Findings: A1 Modules piloted by adults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Conclusion. . . . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

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Introduction

The course piloting is essential for introducing any kind of new materials in order to see what

works, what does not work, and what improvements have to be made. The aim of the course

piloting was to see how students evaluated the Learning programme and the courses created and

how to use them in practice with learners of different languages and different language levels,

and suggest any improvements or additions to the content. The data were meant to be

comparable. Course piloting was done in all education institutions as additional material to their

regular study programmes or as an extra material for special groups. The course piloting

included the A1 course. Depending on their target groups, each institution selected the languages

for piloting. Additionally, the course was piloted with the industry representatives as well or

technical issues that may be considered useful or necessary.

Preparatory Work

1. Before piloting the project partners created the feedback questionnaire to be filled in by

the students. The questionnaire was designed based on the questionnaire developed for

the Erasmus+ project Key Skills for the EU Hotel Staff so that the data could be

compared. But, the current questionnaire included additional questions to evaluate the

Intercultural module, the Country modules, the case studies and Face-to-Face tasks

created specifically during the current project. A common questionnaire was used so that

the data of the 8 partner countries could be compared. The UK had to pilot only the

mobile apps created, not the language learning course created on the Moodle Learning

platform.

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2. Prof. Ineta Luka designed a common excel file for data collection that would be later

used for data analysis so that a comparative analysis could be done to trace similarities,

differences and their significance level and impact on the results gained. During the

Časlav meeting in October 2017 Prof. Ineta Luka introduced the project partners with the

excel file and how to fill it in.

The questionnaire included general information about the respondents as well as questions

regarding the learning platform and A2/B1 and B2/C1 modules. The students were encouraged to

fill in the general information about themselves and about the learning platform and general

evaluation of A2/B1 and/or B2/C1 modules. Then they filled in detailed questions on the

modules they had done. In such a way it was possible to get valid results as students had

evaluated only those parts which they had really done. This would help making reliable summary

of the piloting results as well as see the benefits and drawbacks of the materials created and

improve them at a later stage.

3. Another preparatory work involved a short formal meeting with the teachers in all partner

organizations involved in the project and longer informal meetings with each of them.

The purpose of the short formal meeting was to introduce the colleagues with the

platform, its technical operation and the tasks created. The purpose of the individual

meetings was to define the classes, the topics and the lessons.

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The Main Results

Altogether 527 respondents participated in piloting which was carried out at all partners’

organizations-358 students and 169 adults. There were 25 teachers involved in piloting. During

the piloting process, they were provided an opportunity to address their language teacher

whenever necessary and get the help they required.

Figure 1. Number of participants by partner organization

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Figure.2 Teachers involved in a piloting

The Findings: Information on the students

Almost all 354 respondents have marked that they can speak English, but some of them can also

speak Croatian (68 students), French (74 students), German (165 students), Greek (3 students),

Hungarian (67 students), Italian (50 students), Latvian (36 students), Romanian (104 students),

Russian (85 students), Slovenian (4 students), Spanish (71 students), Lithuanian (27 students),

Swedish (2 students) and Turkish (47 students). It is interesting to see the respondents´ language

level in these languages. (see Table 1)

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Student Respondents´ Language Competence Level

Table 1

HR

n =

68

EN

n =

354

FR

n =

74

GE

n =

165

GR

N=

3

HU

N=67

IT

N=50

LV

N=36

RO

N=104

RU

N=85

SI

N=4

ES

N=71

LT

N=27

SW

N=2

TR

N=47

C2 n 42 12 1 2 0 63 1 18 6 29 1 1 15 0 41

% 61.7 33.9 1.3 1.2 0.0 94 2 50 57.7 34.11 25 1.4 55.5 0.0 87.2

C1 n 1 45 12 2 0 0 0 4 8 3 2 4 4 1 0

% 1.5 12.7 16.2 1.2 0.0 0.0 0.0 11.1 76.9 3.5 50 5.6 14.8 50 0.0

B2 n 8 126 4 13 1 2 1 5 13 4 0 3 5 0 0

% 11.7 35.6 5.4 7.9 33.3 3 2 13.9 12..5 4.7 0.0 4.2 18.5 0.0 0.0

B1 n 3 101 7 24 1 2 2 1 24 10 0 9 0 1 1

% 4.4 28.5 9.4 14.5 33.3 3 4 3 23 11.7 0.0 12.7 0.0 50 2.1

A2 n 8 43 19 47 1 0 7 3 15 12 0 10 0 0 3

% 11.7 12.1 25.7 63.5 33.3 0.0 14 8.3 14.4 14.1 0.0 14 0.0 0.0 6.3

A1 n 6 27 31 77 0 0 39 5 2 27 1 44 1 0 2

% 8.8 7.6 41.9 47 0.0 0.0 78 13.9 1.9 31.7 25 62 3.7 0.0 4.2

Most students´ Croatian language competence is of C2 level, since we have 42 native speakers.

Most students´ English language competence is of B2 level. 1 student is native speaker, 1 student

have studied English for 19 years, 2 students have studied English for 17 years and 10 students

for 15 years, 9 students have studied English for 14 years, 11 students have studied English for

13 years, 47 students have studied English for 12 years, 17 students have studied English for 11

years, 66 students for 10 years, 53 students for 9 years, 46 students have studied English for 8

years, 7 students have studied English for 7 years, 24 students have studied English for 5 years, 1

student has studied for 4, 7 students for 2 years and 2 students for 1 one year.

Most students´ French language competence is of A1/A2 level. 5 students have studied French

for 9 years, 2 students have studied French for 8 years, 1 student for 7 years, 6 students for 6

years, 13 students for 5 years, 7 students have studied French for 4 years, 1 student for 3 years,

17 students for 2 years and 11 students for 1 year. Even there is 1 student who has studied for 6

months and another one for 2 months.

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Most students´ German language competence is of A1/A2 level. 1 student has studied German

for 15 years, 1 student has studied German for 12 years, 3 students for 11 years, 6 students for 10

years, 2 students for 9 years, 7 students have studied German for 8 years, 5 students for 7 years,

10 students for 6 years, 11 students for 5 years, 45 students for 4 years, 7 students for 3 years, 32

students for 2 years and 17 students for 1 year. Even there are 3 students who have studied for 6

months.

1 student has studied Greek for 1 year and mostly language competence is A2/B1/B2 level.

Since there are 24 Hungarian native speakers, 1 student has studied Hungarian for 28 years, 1

student for 24, 1 student for 23, 1 student for 22, 6 students for 21, 10 students for 20 years, 10

students for 19 years and 1 student for 4 years. Most students´ Hungarian language competence

is of C2 level.

Most students´ Italian language competence is of A1/A2 level. 3 students have studied Italian for

9 years, 17 students for 4 years, 1 student for 2 years, 6 students for 1 year and even there is 1

student who has studied for a half of year.

Most students´ Latvian language competence is of C2 level. There are 28 native speakers who

have done the course piloting. 1 student has studied for Latvian for 20 years, 1 student for 14

years, 2 students for 13 years, 1 student for 10 years, 1 student for 5 years, 2 students for 3 years,

3 students for 1 year. Even there is one student studied for 7 months and another one for 5

months.

Most students´ Romanian language competence is of A2/B1 level. There are 2 native speakers. 1

student has studied for 20 years, 3 students for 19 years, 1 student for 17 years, 3 students for 16

years, 5 students for 15 years, 2 students for 14 years, 5 students for 13 years, 17 students for 12

years, 1 student for 11 years, 6 students for 10 years and 2 students for 9 years.

Most students´ Russian language competence is of C2/A1 level. There are 14 native speaker

students. 1 student has studied for 24 years, 1 student for 21 years, 2 students for 20 years, 2

students for 19 years, 2 students for 12 years, 1 student for 10 years, 3 students for 8 years, 1

student for 7 years, 3 students for 6 years, 7 for 5 years, 8 students for 4 years, 5 students for 3

years, 2 students for 2 years, 10 students for 1 year. Even there are 2 students who have studied

for 6 months.

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Most students´ Slovenian language competence is of C1 level. There are 32 native Slovenian

speakers.

Most students´ Spanish language competence is of A1/A2 level. There are 3 native Spanish

speakers. 2 students have studied Spanish for 8 years, 1 student for 6 years, 2 students for 5

years, 1 student for 3 years, 10 students for 2 years, 13 students for 1 year, 4 students for 6

months, 6 students for 7 months, 1 student for 5 months, 2 students for 3 months and 2 for 2

months.

There are 76 Czech native speakers.

Most students´ Lithuanian language competence is of C2 level. There are 24 Lithuanian native

speakers. 2 students have studied Lithuanian for 24 years, 1 for 22 years, 3 students for 21 years,

1 for 20 years, 1 student for 14 years, 1 for 12 years, 1 for 5 years, and 1 for a half of year.

Most students´ Turkish language competence is of C2 level. There are 40 Turkish native

speakers. 1 student has studied for 1 year, 1 student for 6 months and 1 student for 2 months.

The Findings: Information on the adults and hotel industry staff

Almost all 165 out 169 respondents have marked that they can speak English, but some of them

can also speak Croatian (50 students), French (28 students), German (51 students), Hungarian

(20 students), Italian (29 student), Latvian (13 students), Romanian (8 students), Russian (46

students), Slovenian (1 students), Spanish (16 students), Czech (33 students), Lithuanian (9

students), Swedish (1 student) and Turkish (16 students). It is interesting to see the respondents´

language level in these languages. (see Table 2)

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Adult Respondents´ Language Competence Level

Table 2

HR

n =

50

EN

n

=165

FR

n =

28

GE

n =

51

HU

N=20

IT

N=29

LV

N=13

RO

N=8

RU

N=46

SI

N=1

ES

N=16

CZ

N=33

LT

N=9

SW

N=1

TR

N=16

C2 n 28 13 1 7 15 0 13 0 9 1 0 32 9 0 15

% 56.0 7.8 3.5 13.7 75.0 0.0 100.0 0.0 19.5 100.0 0.0 96.9 100.0 0.0 93.7

C1 n 10 38 5 9 0 8 0 0 17 0 4 1 0 0 0

% 20.0 23.0 17.8 17.6 0.0 27.5 0.0 0.0 36.9 0.0 25.0 3.1 0.0 0.0 0.0

B2 n 6 33 3 14 0 1 0 2 4 0 1 0 0 0 0

% 12.0 20.0 10.7 27.4 0.0 3.4 0.0 25.0 8.6 0.0 6.2 0.0 0.0 0.0 0.0

B1 n 2 34 8 8 3 2 0 2 7 0 1 0 0 1 1

% 4.0 20.6 28.6 15.7 15.0 6.8 0.0 25.0 15.2 0.0 6.2 0.0 0.0 100.0 6.3

A2 n 3 38 3 8 1 6 0 2 4 0 2 0 0 0 0

% 6.0 23.0 10.7 15.7 5.0 20.6 0.0 25.0 8.6 0.0 12.5 0.0 0.0 0.0 0.0

A1 n 1 9 8 5 1 12 0 2 5 0 8 0 0 0 0

% 2.0 5.4 28.6 9.8 5.0 41.3 0.0 25.0 10.8 0.0 50.0 0.0 0.0 0.0 0.0

As it is evident from the table most adult and industry respondents´ Croatian language

competence is of C1/C2 level. There are 26 native Croatian speakers.

Most adult and industry respondents´ English language competence is from C1-A2 level. The

respondents have studied English for 46 years (1), 5 years (38), 40 years (2), 38 years (1), 37

years (1) 34 years (1), 30 years (1), 28 years (2), 27 years (3), 25 years (2), 21 years (1), 20 years

(7),18 years (3), 15 years (12), 14 years (8), 13 years (4), 12 years (12), 11 years (1), 10 years

(14), 9 years (4), 8 years (19), 6 years (14), 5 years (6), 4 years (10), 3 years (5) and 2 years (3).

Adult and industry respondents´ French language competence is from A1/B! level. The

respondents have studied French for 35 years (1), 30 years (1), 25 years (1), 20 years (1), 15

years (4), 13 years (1), 10 years (3), 9 years (1), 8 years (1), 5 years (2), 4 years (5), 2 years (2)

and 1 years (1).

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Adult and industry respondents´ German language competence is from C1-A2 level. The

respondents have studied German for 2 years (2), 4 years (6), 6 years (3), 8 years (14), 9 years

(2), 10 years (4), 11 years (1), 13 years (1), 14 years (2), 15 years (1), 16 years (1), 20 years (2),

25 years (3), 30 years (2), 31 years (1).

Adult and industry respondents´ Hungarian language competence is from C2 level. The

respondents have studied Hungarian for 4 years (4) and there are 15 native speakers.

Adult and industry respondents´ Italian language competence is from A1 level. The respondents

have studied Italian for 2 years (3), 3 years (1), 5 years (1), 8 years (2), 10 years (1) 15 years (2),

25 years (3), 27 years (1), 35 years (1), 36 years (1) and 37 years (1).

Adult and industry respondents´ Latvian language competence is C2 level. The respondents have

studied Latvian for 15 years (3), 20 years (1), 21 years (2) and there are 19 native speakers.

Adult and industry respondents´ Romanian language competence is from A1-B1 level. The

respondents have studied Romanian for 2 years (1), 12 years (2), 13 years (1), 14 years (1) and

15 years (3).

Adult and industry respondents´ Russian language competence is from C1 level. The respondents

have studied Russian for 1 year (1), 2 years (2), 3 years (1), 4 years (3), 6 years (1), 7 years (1), 8

years (3), 10 years (1), 11 years (1), 12 years (1), 13 years (2), 14 years (1), 15 years (1), 20

years (1), 30 years (1) and 40 years (1).

Adult and industry respondents´ Slovenian language competence is from C2 level. There are 28

native speakers.

Adult and industry respondents´ Spanish language competence is from A1-C1 level. The

respondents have studied Spanish for 0,5 years (1), 1 years (3), 2 years (1), 7 years (2), 9 years

(1), 10 years (1), 22 years (1) and 35 years (1). There are 4 native speakers.

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Adult and industry respondents´ Czech language competence is from C2 level. The respondents

have studied Czech for 25 years (1) and there are 32 native speakers.

Adult and industry respondents´ Swedish language competence is from B1 level. The

respondents have studied Swedish for 4 years (1) and 2 years (1).

Adult and industry respondents´ Turkish language competence is from C2 level. The respondents

have studied Turkish for 5 years (1) and there are 15 native speakers.

The Findings: Evaluation of the Learning Platform-students

All the students evaluated the learning platform on a 4-point scale, where 4 was the highest

evaluation and 1 was the lowest evaluation. Overall students´ feedback on the Learning platform

is summarized in the Figure 3.

Figure 3. Evaluation of the Learning Platform-students

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As we can see the overall students´ feedback was positive. The average value shows that the

evaluation is good and very good. Most of the students will suggest the learning platform to their

peers –192 students (53.6 %) agreed with the statement, 107 students (29.9%) more agreed than

disagreed, and only 33 students (9.2%) more disagreed than agreed and just 23 students (6.4%)

disagreed. The only problem about the platform the students complained about was difficulty to

find the information quickly.

The reverse question “It took me too long to understand how the platform works” also got a

positive evaluation as 129 students (36%) disagreed with the statement, 81 students (22.6%)

more disagreed than agreed, and only 88 students (24.5%) more agreed than disagreed with the

statement and 58 students (16.2%) found it difficult to understand how the platform works.

The Findings: Evaluation of the Learning Platform-adults and hotel industry staff

All the adults evaluated the learning platform on a 4-point scale, where 4 was the highest

evaluation and 1 was the lowest evaluation. Overall adults´ feedback on the Learning platform is

summarized in the Figure 4.

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Figure 4. Evaluation of the Learning Platform-adults and hotel industry staff

As we can see the overall adults´ feedback was positive. The average value shows that the

evaluation is good and very good. Most of the adults will suggest the learning platform to their

peers –129 students (76.3 %) agreed with the statement, 33 students (19.5%) more agreed than

disagreed, and only 3 students (1.7%) more disagreed than agreed and just 2 students (1.1%)

disagreed.

The reverse question “It took me too long to understand how the platform works” also got a

positive evaluation as 82 students (48.5%) disagreed with the statement, 30 students (17.8%)

more disagreed than agreed, and only 34 students (20.1%) more agreed than disagreed with the

statement and 22 students (13%) found it difficult to understand how the platform works.

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The Findings: A1 Modules piloted by students

Next, it is interesting which modules the students have done. Table 3 provides the summary of

the A1 level modules piloted. The modules have been piloted in Czech, Italian, Croatian,

Lithuanian, French, Spanish, Romanian, Hungarian, English, German and Russian languages.

Table 3

Modules Welcome Hotel Restaurant Professio

nal skills

Games Face-to-

face

tasks

Additiona

l learning

N 248 267 267 119 177 97 0

% 69 74 74 33 49 27 0

Czech N 0 0 0 1 1 0 0

% 0 0 0 1 1 0 0

Italian N 0 2 0 0 0 0 0

% 0 1 0 0 0 0 0

Croatian N 0 13 10 12 13 13 0

% 0 5 4 10 7 13 0

Lithuanian N 0 1 1 0 0 0 0

% 0 1 1 0 0 0 0

French N 11 12 6 4 4 4 0

% 4 4 2 3 2 4 0

Spanish N 40 45 31 15 17 13 0

% 24 17 11 13 10 13 0

Romanian N 38 28 37 11 20 0 0

% 15 10 14 9 11 0 0

Hungarian N 41 28 34 4 29 1 0

% 16 10 13 3 16 1 0

English N 74 92 88 34 62 35 0

% 30 34 33 28 35 36 0

German N 36 41 40 35 25 24 0

% 14 15 15 29 14 25 0

Russian N 8 5 20 3 6 7 0

% 3 2 7 2 3 7 0

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The data listed in the table 3 for Games, Face-to-face tasks and Additional learning materials

show a significant disproportion with the figures given in the questionnaire for the question No.

6, where most students rated these items. The students seemed to understand the Games, Face-

to-face tasks and Additional learning materials they could practice with their teachers during a

lesson as an integral part of the module they did, and so they omitted to mark them in question

No. 5, even though they were given the instruction by the teachers.

The Findings: A1 Modules piloted by adults and hotel industry staff

It is interesting which modules the adults and hotel industry staff have done. Table 4 provides the

summary of the A1 level modules piloted. The modules have been piloted in Czech, Italian,

Croatian, Lithuanian, French, Spanish, Romanian, Hungarian, English, German, Russian,

Swedish and Greek languages.

Table 4

Modules Welcome Hotel Restaurant Professio

nal skills

Games Face-to-

face

tasks

Additiona

l learning

N 152 148 132 87 141 106 0

% 89.9 87.5 78.1 51.4 83.4 62.7 0

Czech N 4 4 4 4 4 4 0

% 2.6 2.7 3 4.5 2.8 3.8 0

Italian N 5 10 9 3 8 4 0

% 3.2 6.7 6.8 3.4 5.6 3.8 0

Croatian N 7 7 7 7 8 4 0

% 4.6 4.7 5.3 8 5.6 3.8 0

Lithuanian N 0 0 0 0 0 7 0

% 0.0 0 0 0 0 6.6 0

French N 2 3 3 2 3 1 0

% 1.3 2 2.2 2.2 2.1 1 0

18


Spanish N 5 2 1 1 5 1 0

% 3.2 1.3 1 1 3.5 1 0

Romanian N 3 4. 2 1 2 2 0

% 1.9 2.7 1.5 1 1.4 1.8 0

Hungarian N 14 8 11 3 14 0 0

% 9.2 5.4 8.3 3.4 9.9 0 0

English N 74 73 66 46 63 7 0

% 48.7 49.3 50 52.8 44.7 6.6 0

German N 32 34 24 19 29 47 0

% 21 22.9 18.1 21.8 20.6 44.3 0

Russian N 4 3 3 1 3 26 0

% 2.6 2 2.2 1 2.1 24.5 0

Swedish N 1 0 1 0 1 3 0

% 1 0 1 0 1 2.8 0

Greek N 1 0 1 0 1 0 0

% 1 0 1 0 1 0 0

Table 5

Students´ Evaluation of A1 English Course (n = 128; %)

N

o

Variables of evaluation agree More agree

than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 85 66.4 23 17.9 4 3.0 1 1.0

2 I found the tasks easy to

understand

81 63.2 30 23.4 14 10.9 2 1.5

3 I found the tasks interesting 77 60.1 35 27.3 8 6.2 5 3.9

4 I found the tasks interactive,

creative 64 50.0 42 32.8 10 7.8 6 4.6

5 The tasks took too long to

answer 33 25.7 27 21.0 25 19.5 43 33.5

6 I had to go back to the text to 34 26.5 35 27.3 19 14.8 36 28.1

19


find the answer

7

The information learnt

increased my knowledge on

the topic

58 45.3 46 35.9 16 12.5 7 38.8

8 I learnt some vocabulary on

the topic 68 53.1 35 27.3 20 15.6 4 3.1

9 I developed my listening

skills

50 39.0 40 31.2 25 19.5 6 4.6

10 I developed my reading skills 64 50.0 45 35.1 16 12.5 0 0.0

11 I developed my grammar

habits

54 42.1 51 39.8 14 10.9 0 0.0

12 Videos helped me learning

the language 42 32.8 53 41.4 24 18.7 0 0.0

13 Audios helped me learning

the language 52 40.6 35 27.3 22 17.1 3 2.3

14 I found the Games useful 59 46.0 39 30.4 13 10.1 3 2.3

15 I found the Face-to-face

tasks useful 46 35.9 32 25.0 29 22.6 4 3.1


tasks interesting 41 32.0 33 25.7 36 28.1 3 2.3


tasks creative 51 39.8 30 23.4 31 24.2 2 1.5

18 I found Additional learning

materials useful 44 34.3 33 25.7 28 21.8 1 1.0

Students´ Evaluation of A1 German Course (n =79 ; %)

Table 6

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %


2 I found the tasks easy to 44 55.6 27 34.1 7 8.8 1 1.2

20


understand



creative 27 34.1 40 50.6 9 11.3 4 5


answer 10 12.6 25 31.6 23 29.1 21 26.5

6 I had to go back to the text to

find the answer 11 13.9 30 37.9 19 24 19 24

7



the topic

23 29.1 37 46.8 14 17.7 5 6.3


the topic 32 40.5 29 36.7 15 18.9 3 3.7


skills

20 25.3 25 31.6 17 21.5 17 21.5

10 I developed my reading skills 25 31.6 34 43 13 16.4 7 8.8


habits

26 32.9 30 37.9 17 21.5 5 6.3


the language 18 22.7 25 31.6 26 32.9 9 11.3


the language 19 24 29 36.7 20 25.3 10 12.6



tasks useful 15 19.9 30 37.9 31 39.2 2 2.5




tasks creative 14 17.7 32 40.5 31 39.2 1 1.2



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Students´ Evaluation of A1 Croatian Course (n = 12; %)

Table 7

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 9 75 2 16.7 1 1.2 0 0


understand

9 75 1 1.2 2 16.7 0 0

3 I found the tasks interesting 9 75 1 1.2 3 25 0 0


creative 8 66.7 3 25 1 1.2 0 0


answer 0 0 3 25 3 25 6 50


find the answer 0 0 6 50 2 16.7 4 66.7

7



the topic

2 16.7 6 5 3 25 1 1.2


the topic 6 50 2 16.7 4 33.3 0 0


skills

2 16.7 1 1.2 7 58.3 2 16.7



habits

3 25 7 58.3 2 16.7 0 0


the language 0 0 2 16.7 9 75 1 1.2


the language 1 1.2 2 16.7 8 66.7 1 1.2

14 I found the Games useful 2 16.7 6 5 4 33.3 0 0


tasks useful 0 0 0 0 12 100 0 0

22



tasks interesting 0 0 0 0 12 100 0 0


tasks creative 0 0 0 0 12 100 0 0


materials useful 0 0 0 12 100 0 0

Students´ Evaluation of A1 Spanish Course (n =52 ; %)

Table 8

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 41 78.8 9 17.3 2 3.8 0 0


understand

37 71.1 14 26.9 1 1.9 0 0

3 I found the tasks interesting 34 65.4 16 30.7 2 3.8 0 0


creative 33 63.4 13 25 6 11.5 0 0


answer 4 7.7 10 19.2 23 44.2 15 28.8


find the answer 9 17.3 17 32.7 14 26.9 11 21.1

7



the topic

22 42.3 28 53.8 2 3.8 0 0


the topic 34 65.3 14 26.9 3 5.8 1 1.9


skills

21 40.4 15 28.8 10 19.2 4 7.7

10 I developed my reading skills 20 38.4 17 32.7 9 17.3 0 0

23



habits

26 50 18 34.6 6 11.5 0 0


the language 26 50 12 23.1 8 15.3 0 0


the language 20 38.4 17 32.6 9 17.3 0 0

14 I found the Games useful 26 50 18 34.6 6 11.5 0 0


tasks useful 26 50 12 23.1 8 15.3 0 0




tasks creative 25 48.1 12 23.1 8 15.3 0 0


materials useful 25 48.1 14 26.9 7 13.5 0 0

Students´ Evaluation of A1 Hungarian Course (n =53 ; %)

Table 9

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 41 77.4 11 20.7 1 1.8 0 0


understand

32 60.3 18 33.9 2 3.8 1 1.8



creative 30 56.6 19 35.8 4 7.5 0 0


answer 7 13.2 9 16.9 15 28.3 22 41..5

24



find the answer 14 26.4 9 16.9 20 37.7 10 18.7

7



the topic

21 39.6 20 37.7 9 16.9 2 3.8


the topic 30 56.6 14 26.4 6 11.3 3 5.6


skills

18 33.9 18 33.9 8 15.1 5 9.4



habits

18 33.9 23 43.4 6 11.3 3 5.6


the language 16 30.1 11 20.7 5 9.4 5 9.4


the language 15 28.3 14 26.4 6 11.3 6 11.3



tasks useful 15 28.3 6 11.3 9 16.9 2 3.8




tasks creative 18 33.9 5 9.4 7 13.2 2 3.8



25


Students´ Evaluation of A1 Romanian Course (n =52 ; %)

Table 10

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 43 82.7 9 17.3 0 0 0 0


understand

34 65.4 16 30.7 1 1.9 1 1.9



creative 31 59.6 17 32.7 4 7.7 0 0


answer 8 15.4 9 17.3 13 25 22 42.3


find the answer 11 21.1 11 21.1 23 44.2 7 13.4

7



the topic

23 44.2 15 28.8 11 21.1 2 3.8


the topic 31 59.6 14 26.9 6 11.5 1 1.9


skills

17 32.7 20 38.4 9 17.3 5 9.6



habits

17 32.7 23 44.2 5 9.6 5 9.6


the language 17 32.7 11 21.1 6 11.5 3 5.8


the language 16 30.7 12 23.1 4 7.7 4 7.7


15 I found the Face-to-face 17 32.7 6 11.5 6 11.5 2 3.8

26


tasks useful




tasks creative 20 38.5 5 9.6 4 7.7 2 3.8



There is also course piloting done in Lithuanian (1 person).

Adults´ Evaluation of A1 English Course (n = 95; %)

Table 11

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %



understand

68 71.5 22 23.1 5 5.2 0 0.0



creative 23 24.2 70 73.6 0 0.0 0 0.0


answer 20 21 10 10.5 26 27.3 39 41


find the answer 25 26.3 13 13.6 28 29.5 29 30.5

7



the topic

3 3.1 24 25.2 68 71.5 0 0.0


the topic 67 70.5 23 24.2 3 3.1 4 4.2

27



skills

55 57.8 27 28.4 8 8.4 4 4.2



habits

52 54.7 32 33.6 8 8.4 3 3.1


the language 65 68.4 22 23.1 5 5.2 2 2.1


the language 60 63.1 23 24.2 7 7.3 2 2.1



tasks useful 39 41 29 30.5 13 13.6 7 7.3




tasks creative 46 48.4 25 26.3 8 8.4 9 9.4



Adults´ Evaluation of A1 Czech Course (n = 4; %)

Table 12

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %

1 I found the tasks useful 4 100 0 0 0 0 0 0


understand

4 100 0 0 0 0 0 0

3 I found the tasks interesting 3 75 1 25 0 0 0 0

4 I found the tasks interactive, 3 75 1 25 0 0 0 0

28


creative


answer 2 50 2 50 0 0 0 0


find the answer 3 75 1 25 0 0 0 0

7



the topic

2 50 1 25 1 25 0 0


the topic 3 75 1 25 0 0 0 0


skills

2 50 1 25 1 25 0 0

10 I developed my reading skills 3 75 1 25 0 0 0 0


habits

1 25 2 50 1 25 0 0


the language 3 75 1 25 0 0 0 0


the language 3 75 1 25 0 0 0 0

14 I found the Games useful 2 50 2 50 0 0 0 0


tasks useful 1 25 2 50 1 25 0 0




tasks creative 1 25 2 50 1 25 0 0


materials useful 3 75 1 25 0 0 0 0

29


Adults´ Evaluation of A1 Italian Course (n = 17; %)

Table 13

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %



understand

10 58.8 6 35.2 1 5.8 0 0

3 I found the tasks interesting 8 47 7 41.1 2 11.7 0 0


creative 8 47 7 41.1 2 11.7 0 0


answer 1 5.8 4 23.5 7 41.1 5 29.4


find the answer 2 11.7 5 29.4 6 35.2 4 23.5

7



the topic

8 47 9 52.9 0 0 0 0


the topic 13 76.4 4 23.5 0 0 0 0


skills

11 64.7 6 35.2 0 0 0 0

10 I developed my reading skills 13 76.4 4 23.5 0 0 0 0


habits

10 58.8 7 41.1 0 0 0 0


the language 9 52.9 8 47 0 0 0 0


the language 8 47 9 52.9 0 0 0 0

14 I found the Games useful 7 41.1 9 52.9 1 5.8 0 0

30



tasks useful 10 58.8 5 29.4 2 11.7 0 0


tasks interesting 6 35.2 9 52.9 2 11.7 0 0


tasks creative 6 35.2 8 47 3 17.6 0 0


materials useful 13 76.4 4 23.5 0 0 0 0

Adults´ Evaluation of A1 Hungarian Course (n = 17; %)

Table 14

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %



understand

7 41.1 9 52.9 1 5.8 0 0

3 I found the tasks interesting 13 76.4 4 23.5 0 0 0 0


creative 9 52.9 8 47 8 47 0 0


answer 0 0 6 35.2 5 29.4 6 35.2


find the answer 0 0 8 47 6 35.2 3 17.6

7



the topic

6 35.2 9 52.9 2 11.7 0 0


the topic 11 64.7 6 35.2 0 0 0 0


skills

4 23.5 5 29.4 8 47 0 0

31


10 I developed my reading skills 7 41.1 9 52.9 1 5.8 0 0


habits

6 35.2 11 64.7 0 0 0 0


the language 2 11.7 7 41.1 8 47 0 0


the language 2 11.7 6 35.2 9 52.9 0 0

14 I found the Games useful 11 64.7 5 29.4 1 5.8 0 0


tasks useful 7 41.1 12 70.5 0 0 0 0


tasks interesting 6 35.2 11 64.7 0 0 0 0


tasks creative 5 29.4 10 58.8 2 11.7 0 0


materials useful 8 47 7 41.1 2 11.7 0 0

Adults´ Evaluation of A1 French Course (n = 4; %)

Table 15

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %



understand

2 50 1 25 1 25 0 0



creative 1 25 2 50 1 25 0 0


answer 1 25 1 25 2 50 0 0

6 I had to go back to the text to 0 0 2 50 0 0 2 50

32


find the answer

7



the topic

0 0 4 100 0 0 0 0


the topic 3 75 1 25 0 0 0 0


skills

3 75 1 25 0 0 0 0



habits

1 25 3 75 0 0 0 0


the language 2 50 2 50 0 0 0 0


the language 3 75 1 25 0 0 0 0



tasks useful 1 25 2 50 0 0 0 0




tasks creative 2 50 1 25 1 25 0 0



Adults´ Evaluation of A1 Spanish Course (n = 6; %)

Table 16

N

o


than

disagree

More

disagree

than agree

disagree

n % n % n % n %


33



understand

4 66.7 2 33.3 0 0 0 0



creative 4 66.7 2 33.3 0 0 0 0


answer 0 0 2 33.3 4 66.7 0 0


find the answer 1 16.7 3 50 1 16.7 1 16.7

7



the topic

5 83.3 1 16.7 0 0 0 0


the topic 4 66.7 2 33.3 0 0 0 0


skills

5 83.3 1 16.7 0 0 0 0

10 I developed my reading skills 5 83.3 1 16.7 0 0 0 0


habits

4 66.7 2 0 0 0 0


the language 3 50 2 33.3 1 16.7 0 0


the language 2 33.3 3 50 1 16.7 0 0

14 I found the Games useful 1 16.7 5 0 0 0 0


tasks useful 4 66.7 2 33.3 0 0 0 0


tasks interesting 3 50 2 33.3 1 16.7 0 0


tasks creative 3 50 2 33.3 1 16.7 0 0


materials useful 4 66.7 1 16.7 1 16.7 0 0

34


Adults´ Evaluation of A1 German Course (n =39 ; %)

Table 17

N

o


than

disagree

More

disagree

than agree

disagree

n % n % N % n %



understand

29 74.3 10 25.6 0 0 0 0



creative 30 76.9 9 23.1 0 0 0 0


answer 4 10.2 4 10.2 14 35.6 18 46.1


find the answer 9 23.1 7 17.9 14 35.6 9 23.1

7



the topic

21 53.8 12 30.7 5 12.8 1 2.5


the topic 23 59 8 20.5 6 15.4 2 5.1


skills

21 53.8 7 17.9 10 25.6 1 2.5

10 I developed my reading skills 23 59 12 30.7 3 7.7 1 2.5


habits

21 53.8 11 28.2 4 10.2 3 7.7


the language 21 53.8 7 17.9 10 25.6 1 2.5


the language 20 51.2 9 23.1 9 23.1 1 2.5

14 I found the Games useful 21 53.8 16 41 1 2.5 1 2.5

35



tasks useful 15 38.5 18 46.1 5 12.8 1 2.5




tasks creative 15 38.5 14 35.6 8 20.5 2 5.1



Adults´ Evaluation of A1 Romanian Course (n =4 ; %)

Table 18

N

o


than

disagree

More

disagree

than agree

disagree

n % n % N % n %



understand

1 25 3 75 0 0 0 0



creative 1 25 3 75 0 0 0 0


answer 0 3 75 2 50 0 0


find the answer 1 25 1 25 2 50 0 0

7



the topic

0 0 4 100 0 0 0 0


the topic 2 50 2 50 0 0 0 0


skills

1 25 1 25 2 50 0 0

36




habits

1 25 3 75 0 0 0 0


the language 0 0 3 75 1 25 0 0


the language 0 0 3 75 1 25 0 0



tasks useful 1 25 3 75 0 0 0 0




tasks creative 2 50 1 25 1 25 0 0



Adults´ Evaluation of A1 Russian Course (n =6 ; %)

Table 19

N

o


than

disagree

More

disagree

than agree

disagree

n % n % N % n %



understand

2 33.3 4 66.7 0 0 0 0

3 I found the tasks interesting 3 50 2 33.3 1 16.7 0 0


creative 3 50 2 33.3 1 16.7 0 0


answer 1 16.7 0 0 1 16.7 4 66.7

6 I had to go back to the text to 2 33.3 1 16.7 2 33.3 1 16.7

37


find the answer

7



the topic

4 66.7 2 33.3 0 0 0 0


the topic 4 66.7 2 33.3 0 0 0 0


skills

5 83.3 1 16.7 0 0 0 0

10 I developed my reading skills 4 1 16.7 1 16.7 0 0


habits

2 33.3 2 33.3 1 16.7 1 16.7


the language 4 66.7 2 33.3 0 0 0 0


the language 3 50 3 50 0 0 0 0



tasks useful 2 33.3 4 66.7 0 0 0 0


tasks interesting 2 33.3 3 50 1 16.7 0 0


tasks creative 2 33.3 3 50 1 16.7 0 0


materials useful 2 33.3 4 66.7 0 0 0 0

There are also course piloting done in Croatian (2 persons), Lithuanian (1 person), Greek

(1person) and Swedish (1 person).

38


Overall Students´ Evaluation of A1 Course

Figure 5. Overall Students´ Evaluation of A1 Course

As Figure 5. shows, we have mostly positive feedback from the respondents:

-most students find the Learning Platform useful: 244 agree and 92 more agree than disagree,

-most students find it easy to understand: 210 agree and 114 more agree than disagree,

-most students find it interesting: 185 agree and 125 more agree than disagree,

- most students found the online tasks interactive, creative: 164 agree and 141 more agree than

disagree,

-most students consider that it was too long to answer the tasks: 71 agree and 85 more agree than

disagree,

39


-most students consider they had to go back to the text to find the answer: 77 agree and 119 more

agree than disagree,

-most students consider the information obtained has increased their knowledge on the topic: 134

agree and 143 more agree than disagree,

-most students learnt some vocabulary on the topic: 178 agree and 113 more agree than disagree,

-most students developed their listening skills: 116 agree and 115 more agree than disagree,

-most students developed their reading skills: 136 agree and 150 more agree than disagree,

-most students developed their grammar habits: 137 agree and 135 more agree than disagree,

-most students consider that videos helped them learning the language: 113 agree and 111 more


-most students consider that audios helped them learning the language: 114 agree and 107 more


-most students found the Games useful for strengthening the language skills: 153 agree and 109

more agree than disagree,

-most students found the face-to-face tasks useful: 121 agree and 111 more agree than disagree,

-most students found the face-to-face tasks interesting: 109 agree and 116 more agree than

disagree,

-most students found the face-to-face tasks creative: 129 agree and 105 more agree than disagree,

-most students found additional learning material useful: 133 agree and 115 more agree than

disagree.

40


Overall Adults´ Evaluation of A1 Course

Figure 6. Overall Adults´ Evaluation of A1 Course

As Figure 6. shows, we have mostly positive feedback from the respondents:

-most students find the Learning Platform useful: 144 agree and 30 more agree than disagree,

-most students find it easy to understand: 114 agree and 53 more agree than disagree,

-most students find it interesting: 128 agree and 42 more agree than disagree,

- most students found the online tasks interactive, creative: 121 agree and 48 more agree than

disagree,

-most students consider that it was too long to answer the tasks: 28 agree and 24 more agree than

disagree,

41


-most students consider they had to go back to the text to find the answer: 42 agree and 36 more


-most students consider the information obtained has increased their knowledge on the topic: 105

agree and 59 more agree than disagree,

-most students learnt some vocabulary on the topic: 115 agree and 113 more agree than disagree,

-most students developed their listening skills: 94 agree and 48 more agree than disagree,

-most students developed their reading skills: 103 agree and 57 more agree than disagree,

-most students developed their grammar habits: 94 agree and 60 more agree than disagree,

-most students consider that videos helped them learning the language: 98 agree and 50 more


-most students consider that audios helped them learning the language: 93 agree and 53 more


-most students found the Games useful for strengthening the language skills: 90 agree and 67

more agree than disagree,

-most students found the face-to-face tasks useful: 76 agree and 66 more agree than disagree,

-most students found the face-to-face tasks interesting: 71 agree and 65 more agree than

disagree,

-most students found the face-to-face tasks creative: 78 agree and 58 more agree than disagree,

-most students found additional learning material useful: 87 agree and 55 more agree than

disagree.

In the open questions students could express their comments on the course. Several students

were eager to do that. They were also encouraged by the teachers leading the piloting activity to

42


rate the course with their own comments, and were helpful in trying to improve it. Among the

positive evaluations, we can read:

I like everything.

I found the site useful and interesting. I like the games and videos.

The games were very interesting. I liked them.

It is a good learning opportunity.

Useful project. Helps learning a language. Interesting, I liked the topics.

It is useful, you can learn a lot using it.

Useful for learning English. Interesting games.

Most of all I liked the games. Games are really useful for developing your vocabulary,

yet games should be more elaborated.

However, there were negative comments as well, highlighting some deficiencies of the modules.

These should enhance the developers to improve them.

Graphics could be more appealing. Other topics could be included. Pictures could be used

for illustrating new words.

It could be enriched with other languages. Videos are slow.

Topics could be extended. Other language combinations could be included, with

everyone's mother tongue.

It would be useful if the Spanish was be paired with HU or RO.

I would have liked to have Hungarian-Romanian combination, as well.

Slow videos. Topics could be more diverse.

Sometimes missing hyphens are marked as incorrect, though we do not use them in

Hungarian before postpositions.

Results should be more visible. There are mistakes in using the Hungarian punctuation.

43


Useful

Creative

2,8

2,9

3

3,1

3,2

3,3

3,4

3,5

3,6

Games - students Face-to-face tasks -students

Additional learningmaterials - students

Useful Interesting Creative

To sum up, the students and adults and hotel industry staff liked the activities of A1 course and

found them interesting, interactive and creative. They recognized them useful for learning

vocabulary, developing their reading skills and grammar habits. However, some students were

not very satisfied with listening activities and do not think these activities helped them develop

their language skills.

Comparison of Games, Face-to-face tasks and Additional learning materials by their

usefulness, how interesting they are and creativity (max mean = 4.0000)

Figure 7.

As it can be seen from Figure 7 there are no significant differences between the respondent

groups. Both students and adult respondents evaluate the games, face-to-face tasks and

additional learning materials by their usefulness, interestingness and creativity quite identically.

However, the students evaluate Face-to-face tasks a bit lower in terms of usefulness and being

44


interesting, and especially how creative they are than adult respondents. This might be a stimulus

for further work on improving the course.

Conclusion

To sum up, both students and adult respondents acknowledged increasing their knowledge on the

topics presented in the courses. They developed their language skills, especially their reading and

listening skills, grammar habits and knowledge about new topics. The majority of them found the

tasks useful, interesting and creative. However, the students evaluate Face-to-face tasks a bit

lower in terms of usefulness and being interesting, and especially how creative they are than

adult respondents. Both students and adult respondents pointed to some mistakes and technical

problems that occur in some tasks of the modules. All these findings can be a stimulus to

improve the course.

In spite of the above mentioned problems, the overall evaluation of the course is positive. All the

respondents found the Learning program useful, interesting and attractive. Most of them would

be happy to use the platform for their independent studies, to improve their language

competence, and they would recommend it to others.

Documents

Project A1 Course Piloting Report - languages4all.eu version -A1 by TUSDU.pdf · Project A1 Course Piloting Report Author: Hilarija Lozančić Benić Project manager of TUSDU, Croatia