Define footer - Name of the presentation / Your name / Unit, Office 1 Enhancing learner autonomy and responsibility in an EAP class Petra Trávníková IATEFL LASIG Conference Brno 22 September 2018 Outline §My personal history § §English autonomously – counselling and portfolio § §Students’ feedback 2 Define footer - Name of the presentation / Your name / Unit, Office Looking back… Obsah obrázku text, kniha Popis vygenerován s velmi vysokou mírou spolehlivosti 3 Define footer - Name of the presentation / Your name / Unit, Office 4 Define footer - Name of the presentation / Your name / Unit, Office Define footer - Name of the presentation / Your name / Unit, Office 5 Learning to teach §Teacher training - university § § § § § § § §MU Language Centre- English Autonomously- §Modules/showers …………….. Counselling sessions § English autonomously §Counselling sessions § 1.Choosing one’s own learning strategies 2.Setting goals 3.Claiming responsibility 4.Building personal relationship with the student 5. §Portfolio § • 6 Define footer - Name of the presentation / Your name / Unit, Office EAP with a Focus on Presentations §master’s study programme: language competence §speaking as the main skill (writing: presentation abstract, position paper, reading: books on presentation skills, listening: TED talks) §B2/C1 CEFR §1 (90 min.) seminar every week §15 students per seminar group §Spring term 2016: new conception § 7 Define footer - Name of the presentation / Your name / Unit, Office Broader context: Faculty of Social Studies §Students of humanities- political science, psychology, sociology, environmentalism, journalism, international relations, social work+ Erasmus Ss § §Autonomy- imported from politics and philosophy §Henri Holec (1981): learner’s freedom= developing skills that will “enable him act more responsibly in running the affairs of the society…” § §“a capacity and willingness to act independently and in cooperation with others, as a social, responsible person” (Dam et al. 1990) § § § 8 Define footer - Name of the presentation / Your name / Unit, Office ‘minicounsellings’ §Help learners identify their preferred styles and strategies (Nunan 2003) § 1.in class- 5-minute slots 2.mid-term- in teacher’s office hours 3.In the exam period- after completing all assignments- final evaluation § 9 Define footer - Name of the presentation / Your name / Unit, Office Portfolio assessment §* in the 1990s §Opportunity to reflect on Ss’ growth, progress and academic goals over a period of time §assesment: teacher, peers (encourage Ss to become teachers- Nunan 2003) and self-evaluation §interrelated with the content of the course: performing- learning by doing §“successful task completion” §authenticity of tasks: emphasis on skills: they can apply them “outside the immediate context of learning” (Little) § § § § 10 Define footer - Name of the presentation / Your name / Unit, Office 11 Define footer - Name of the presentation / Your name / Unit, Office CJVA402 portfolio points in-class presentations lead 5 minipresentation I 5 improvisation 2 Bc thesis –quick fire presentation 8 in-class written assignments summary of a TED talk 5 reflection- questionnaire 5 exam period position paper 18 final abstract 12 final presentation 25 final presentation summary 15 TOTAL 100 From students’ feedback §Experiential learning: §It was a hand-on experience- very useful… §We had lots of opportunities to try everything ourselves. §We were not told what is right or wrong but we found it out ourselves. § §Portfolio assessment: §It’s not the collection of points but the verbal feedback that matters. §The load is spread throughout the whole term. §Much better than a normal exam- not that stressful. §I liked the teacher’s individual approach. §It corresponds to the course and presentation skills. § § § § § § § 12 Define footer - Name of the presentation / Your name / Unit, Office Some more Ss’ feedback §Materials and learning strategies: §the materials were always up-to-date which I really liked §We could choose our own activities, which helped us learn as much as we could. § §Overcoming fear of public speaking: §I got out of my comfort zone a lot- it was scary but now I am grateful for that. §Friendly and relaxing atmosphere, which was a good “breeding ground” for learning §I became much more confident when speaking English. § § § 13 Define footer - Name of the presentation / Your name / Unit, Office Final conclusions §Taking responsibility for their own learning ( Ss in charge of the learning process) § §Setting the learning objectives, “giving learners a voice” (Nunan 2003): allowing Ss to set their own goals § §Targeted to Ss’ needs: individualization – adapted to Ss abilities, level of English, field of study, academic career x employability § § §Constant interaction student-teacher and group interaction- soft skills § § § § § § 14 Define footer - Name of the presentation / Your name / Unit, Office Final conclusions §Raising students’ awareness about the learning process itself § §Ss become more confident and get rid of fear of public speaking § §Further research: action research on motivation and portfolio assessment § § § 15 Define footer - Name of the presentation / Your name / Unit, Office