ENGAGING STUDENTS THROUGH PEER FEEDBACK TO BOOST LINGUISTIC PROGRESS AND CAREER AWARENESS

Ms Jessica MasonDr JC Penet

Why such a project? Use 1st Year French module to enhance

careers awareness amongst Stage 1 students + linguistic objective

2012-13: 1st phase of projectStudents had to complete tasks on

careers-related matters in French via the e-Portfolio.

FReE (French e-Portfolio Employability)Tasks Developed in collaboration with the

University’s Careers Service and the Learning and Teaching Unit (QuILT);

Linked with module’s activities or School-wide events but always careers/employability related;

In French (encourage ‘code-switching’)

Project evaluation 2 questionnaires - S1 questionnaire - 78% response rate; - S2 questionnaire - 70% response rate (7/10 questions similar to S1 questionnaire).

FindingsIssues highlighted by S1 and S2 questionnaires:1. Most students found it difficult to come

to terms with the e-Portfolio and/or to see the point in using it at all;

2. Students found it easier to see the linguistic interest of tasks than their potential re careers awareness;

3. Some students lost motivation in S2

Need for Current Project Introduce element of peer-feedback by asking

Final-Year Students to review First-Years’ FReE Tasks

Benefits:1. More feedback (linguistic and content-wise) –

sustained motivation;2. e-Portfolio as social network (becomes more

‘relevant’); 3. Increased employability for team of Final-Year

Students

Outcome Partial results so far. Questionnaires

commissioned as last year will highlight areas to improve.

First Years have one-to-one contact with final year students to improve language aptitude and career awareness

Final year students revise key points and improved work experience.

Students’ Involvement FReE Team was born! NWE scheme.

Employability Final Years much improved

employability skillso Responsibility and independence

within the projecto Developing management styleo Refining leadership skills which are

useful to mention when applying for graduate jobs

Attainment First Years seem to respond well to one-to-one

peer feedback with Fourth Year students

Open channels of communication between years within School

Improved language attainment

Encourages reflection and structured independent learning

Student Feedback “Thank you very much for my feedback

regarding my FReE Task. It has certainly improved my confidence.”

“Thank you again for your feedback... It was very useful. I will apply it to my writing in the future.”