School of Modern Languages and Cultures

Developing potential through independent learning using the VLE

Dr Honor Aldred

Dr M Chiara La Sala

The project

French: levels one and two core language programme

• Compulsory modules

• Compulsory components: part of independent learning portfolio

• Supports:• Grammar acquisition

• Vocabulary acquisition

• Reading skills

• Wider language skills

L1 module marks

VLE support introduced September 2008

Percentages of cohort passing with minimum of 50 / 60 / 70

Issues that confuse the figures:

• Changes in ‘A’ level entry requirements (2006 entry onwards)

• Grammar component spread over 2 years rather than one (2007 entry onwards)

2005-06 2006-07 2007-08 2008-09 2009-100

10

20

30

40

50

60

70

80

90

100

> 50

> 60

> 70

L1 module marks

The same module marks, viewed in 5-mark blocks

20-3

9

40-4

4

45-4

9

50-5

4

55-5

9

60-6

4

65-6

9

70-7

4

75-7

9

80-8

4

85-9

0

0

10

20

30

40

50

60

70

2005-06

2006-07

2007-08

2008-09

2009-10

L2 module marks

• VLE support introduced 2009

• Results expressed as percentages of cohort passing with minimum of 50 / 60 / 70

2005-06 2006-07 2007-08 2008-09 2009-100

10

20

30

40

50

60

70

80

90

100

> 50

> 60

> 70

L2 module marks

• Same results again viewed in blocks of 5 marks.

21-3

9

40-4

4

45-4

9

50-5

4

55-5

9

60-6

4

65-6

9

70-7

4

75-7

9

80-8

4

0

10

20

30

40

50

60

70

80

90

2005-06

2006-07

2007-08

2008-09

2009-10

Student responses

October 2008-May 2009

• Same students at beginning and end of the year

• Slightly reduced confidence in reading books and articles

• All other questions: an increased positive response

I have confidence in my ability to read books and articles in French

I have confidence in my knowledge of French grammar

I am able to identify problems in my knowledge of French grammar

I can resolve problems with French grammar independently

I have developed strategies to improve my command of French independently

I feel comfortable learning independently

0.0 20.0 40.0 60.0 80.0 100.0

Student responses

Comparison with previous cohort of students

• Reading confidence lower

• In all other parameters the positive response is increased in the cohort who have had use of the VLE

I have confidence in my ability to read articles and books in French

I have confidence in my knowledge of French grammar

I am able to identify problems in my knowledge of French grammar

I can resolve problems with French grammar independently

I have developed strategies to improve my command of French independently

I feel comfortable learning independently

2008 cohort

2007 cohort

School of Modern Languages and Cultures

From Feedback to Independent Language Learning (FILL)

What has been done

• a standard feedback sheet to be affixed to all language work returned to students;

• a set of instructions for teachers on the use of the feedback sheet;• a set of instructions for students on self-assessment and independent

learning;• an online resource available to students, allowing them to access a

wide variety of exercises for independent study;• a language-learning diary in which students would record problems

identified, actions taken and progress made.

Survey Feedback

The ILLF enables me to learn at a place and time of my

choosing and to be respon-sible for my own learning

Using the ILLF has enhanced the knowledge and under-

standing I gain from oral and written seminars

The ILLF provides useful links to other web-based learning

resources

Assessments and tests available on the ILLF are a

useful way of checking that I understand course material

100%

70%

48%

76%

0%

5%

0%

4%

0%

25%

52%

20%

Unsure

Disagree

Agree

Which of the following tools are you using as part of your course?

74%

91%

30%

80%

Italian Language and Culture Italian Grammar for Finalists Discussion boards for f inalists Language Learning Diary

Which of the following tools are you finding useful?

80%

90%

30%

80%

Italian Language and Culture Italian Grammar for Finalists Discussion boards for f inalists Language Learning Diary

Students’ views on FILL

• The diary organises my thoughts and acts as stimulus for responsible own learning.

• The diary was useful as I could keep a record of my weakness that I need to work on.

• The use of online material gave the opportunity to practice, and the feedback.

• It is quick and easy to use, whilst mistakes are still fresh in one’s mind.

Students’ views on FILL (ctd.)

• All material was useful for testing and it complemented the work done in class.

• The cultural part was a good way to improve knowledge and understanding of Italian.

• I am happier with translations marked from the teacher, rather than checking the model provided on VLE.

• Grammar exercises on VLE are at their most useful when done after the class.

55

54

19

31

0 10 20 30 40 50 60

2007-2008

2008-2009

Enrolled 60%+ Score

57% of Enrolled

35% of Enrolled

Outcome

Lessons learnt

• Extremely time-consuming to develop• Effort required to produce material acceptable to a

technologically savvy generation

• Lot of training necessary in use of software

• Students are more likely to respond well to computer-based learning if it is linked to a specific task for which results or information is needed (e.g. based on Skype or a discussion board)

Lessons learnt (contd)

• Web links to source materials on other sites need checking periodically• Activities may need rewriting if web pages have

disappeared

• Blackboard exercises cannot grade exercises in which students produce authentic language

Lessons learnt (contd)

However:• The provision addresses students’ demands for a virtual

space for learning, and for additional language learning support

• Exam results in both languages suggest students have benefitted

• Level 1 students especially gain guidance in being responsible for their own learning

Lessons learnt (contd)

• Students do feel in general that the materials provided have helped them to understand course material and increase their ability to learn autonomously

• Language learning diaries encourage reflection and a more aware and active attitude to learning

Learning diaries

• Your chance to have a look at the learning diaries we developed