- 9 February 2005
This paper is a presentation of 'English for Excellence' (EfE): a web-based and tutor-supported programme of study in Academic English. The EfE is a project initiative jointly funded by the University of Luton and the Higher Education European Social Fund (HE ESF) programme, under the theme of Widening Participation. The paper discusses the research base of the teaching materials, their content and presentation, followed by interim evaluation results of its beneficiary effects on learners.
Mike Thacker and Cathy Pyle and Anne Irving - 19 January 2005
This paper describes a programme of university language courses, delivered as a combination of both online and face-to-face teaching. The authors believe that the approach taken can promote learner reflection. Evaluation studies reported a good level of student satisfaction and focus groups indicated an increased quality of student work. Further work to foster greater reflection is discussed.
Dawn Leggott and Jane Stapleford - 18 January 2005
This study, which was inspired by the Dearing Report, aimed to explore the nature of student perception of their skills development. Taking place over five years and involving 35 undergraduate students, the study found that students had a low awareness of the skills that they were intended to develop and many of them were unaware of the skills requirements of employers. As a result of these findings, Personal Development Plans were used to bridge this gap and it is hoped that the experience gained form this study can be transferred to other contexts.
- 12 January 2005
This article reports on the impact of a curriculum innovation in the area of academic and professional skills for undergraduate linguists at Coventry University, the aims of which were to raise students' awareness of language learning processes and reflect upon their own learning. The authors that all involved found this curriculum development very beneficial.
David Bowker and Susan Stuart - 11 January 2005
This paper is based on a research project which reviewed the provision and operation of a range of ab initio language courses in Scottish universities. Questionnaires and semi-structured interviews helped sketch a picture of the Scottish situation. It was found that the current provision demonstrates a number of features highlighted in earlier UK research and that it is possible for students who start as beginners to exit as successful Honours graduates in the language. It may be, however, that the success of these students depends on a curriculum that is not appropriate for all students who take an ab initio course.
