Reflecting on Kobe University's 2018 Accelerated Course in ...
Transcript of Reflecting on Kobe University's 2018 Accelerated Course in ...
Prof.TimGreer
SchoolofLanguagesandCommunication
KobeUniversity
March,2019
ReflectingonKobeUniversity's2018
AcceleratedCourseinEnglish(ACE)
1.AnoverviewoftheACEcourse
In2017theSchoolofLanguagesandCommunication(SOLAC)atKobeUniversity
establishedtheAcceleratedCourseinEnglish(ACE)inordertorespondtothe
growingneedsofitsstudents.Itspredecessor,theGlobalEnglishCourse(GEC),
pilotedaconferencemodel(Tapper&Gruba,2000)thatwasplannedand
managedprimarilybythefirst-yearstudentsthemselves,incooperationwith
partnerinstitutionsoverseas.However,thisoptionwasonlyavailabletothe
limitednumberofstudentswhotookpartinthePSAprogram;thosewhodidnot
goabroadwereunabletotakepartinthestudentconference.SincetheACE
programdoesnotincludeastudy-abroadcomponent,thestudentconferenceis
insteadheldhereinKobeandallstudentsarenowabletotakepartbydelivering
apresentationinEnglishattheconference.
TheACEprogramtakesplaceintheFallsemesterofthestudents'first
year(OctobertoJanuary)andinvolvesapproximately200undergraduate
studentsifromacrosstheuniversity'stenfaculties.Studentscanelecttotake
partinthecourseandarechosenaccordingtotheirTOEICIPorTOEFLITP
scores,withthetop5%to15%ofapplicantseligibleforinclusion.Thenumber
ofparticipantsfromeachfacultyislistedinTable1.
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Table1.ACEParticipantsbyFaculty
Faculty NumberofACEstudents
Literature 15
GlobalHumanStudies 55
Law 20
Economics 30
Business 30
Science 15
Medicine 15
HealthSciences 10
Engineering 40
Agriculture 10
MaritimeSciences 10
The2018cohortwasdividedintotenclasses,somemadeupofstudentsfromup
tothreedifferentfaculties.Onaverageeachclasshadaround25students,which
isconsiderablylessthanmostgeneralEnglishclassesatKobeUniversity,where
theaverageisusuallyupwardsof40.AnotherkeyfeatureoftheACEprogramis
thattheinstructorsareallnative-speakersofEnglish,meaningtheclassesare
conductedentirelyinEnglish.Thischallengestheadvancedstudentstopush
theirEnglishabilitiestonewheights.In2018,theinstructorswereEllenRettig-
Miki,TimGreer,GregSholdt,CynthiaQuinnandAlinaAnton.
Thesyllabusiscoordinatedacrossclassesandteam-taughtinorderto
deliveramoreconsistentprogramforallstudents.WhileallKobeUniversity
studentsstudythesubjectsknownasEnglishLiteracyB1/B2andEnglish
CommunicationB1/B2,theACEprogrammapsontothesesubjects.AllACE
studentsusethesametextbook,"InFocus3"(Browne,Culligan&Phillips,2014),
witheachteachercollaboratingtoteachpartofthecontent.Thefocusacrossthe
classesisonfosteringcriticalthinkingskillsandallowingthestudentstodevelop
theiracademicliteracyviaactivetask-basedlearning.
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Earlyoninthecourse,eachstudentchoosesoneofthetopicsfromthe
textbooktoresearchinfurtherdepth,andthisbecomesthethemefortheir
presentationatthestudentconference.Forinstance,ifthetopicfromthe
textbookisgenderequality,astudentmaychoosetonarrowthattopicto
"emergentequalityinRwandanpolitics"or"historicalrootsofthegenderpay
gap".IntheEnglishLiteracyclass,theymustfindandsummarizetwoacademic
articlesthatarerelatedtotheirchosenthemeinQuarter3andthenwritean
academicessayonthattopicduringQuarter4.Theyalsobuildonthesametopic
intheEnglishCommunicationclass,wheretheinstructorhelpstodevelopitinto
aposterpresentation.Inthisway,thestudentsreceivefeedbackfromboth
instructorsandthereisbothcooperationandautonomybuiltintotheprogram.
Studentsalsoreadaboutarangeofimportantsocialissuessuchasfree
trade,nuclearpowerandwaterscarcity,researchingthemandactively
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discussingtheminEnglishwiththeirpeers.Thisgiveseachstudentabase
knowledgeofthecoreissues.Theprogramculminatesinthestudentconference
attheendofQuarter4,afull-dayprogramwherealltenACEclassescome
togethertopresenttheirfindingsinEnglish.
Thisreportwillexaminethestudents'reflectionsonthe2018ACEclasses
inordertoimprovefutureiterationsoftheprogram.Anonlinesurveywas
conductedinclasstowardtheendoftheprogram(January,2019),andthe
reportanalyzesthestudents'evaluationofthetwoclasses(Sections2and3)as
wellastheconferenceandtheACEprogramingeneral(Section4).Areasof
concernandfutureimprovementswillbenotedinSection5.
2.StudentfeedbackontheACEEnglishLiteracy(B1,B2)class
Webeginbyexaminingthestudents'feedbackontheEnglishLiteracyclasses,
wherethefocuswasonreadingandwriting.Thesurveywasconductedin
EnglishviaGoogleformdocuments.Ofthe200students,160responseswere
recordedforthissectionofthesurvey.Firstly,thestudentswereaskedto
evaluatetheirownlevelofeffortduringthetwoLiteracyclasses.Asshownin
Figure2.1,theygenerallyratedtheirperformancehighly,with93%ofthe
studentsrankingthemselvesassatisfactoryorhigher.Anecdotalevidenceduring
classbackedthisup,sincetheinstructorsalsospokehighlyofthestudents'
performanceintheseclasses.
Figure2.1TheStudents'EvaluationoftheirOwnEffortduringtheEnglishLiteracyClass
Thestudents'evaluationsoftheinstructorswerelikewisehighintheseclasses
(Figure2.2).Themajorityfeltthattheinstructorswereeffectiveteacherswho
wereavailableandhelpfulandprovidedfeedbackinatimelymanner.Theyalso
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feltthatthewaytheinstructorsspokewaseasytofollow,whichisanimportant
considerationinanEnglish-mediumEFLclass.Overall,itseemsthatthe
instructorsintheseclasseshavebeendoinganexcellentjob.Unfortunately,due
tothecompletionoftheircontracts,twoofthekeyteachingstaffwillleaveatthe
endofthe2018academicyear,sowefaceanupwardchallengewiththe2019
cohortintrainingnewinstructorstotakeovertheseclasses.
Figure2.2TheStudents'EvaluationoftheirLiteracyInstructor
Thestudentswerealsoaskedtoconsidertheirimpressionsofthecourse
content.AsshowninFigure2.3,theygenerallyagreedthattheirwritingabilityin
Englishhadimprovedthroughouttheprogram(84%),andmostalsofeltthatthe
contentcoveredintheACELiteracyclasseswouldbeusefuliftheyweretostudy
overseasinthefuture(81%).
Figure2.3TheStudents'EvaluationoftheEnglishLiteracyCourseContent
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Likewise,79%oftheACEstudentsacknowledgedthattheyhadgainedabetter
abilitytostructureanacademicpaperinEnglish,whichwasoneofthekeyaims
oftheprogram.Thehighestrankeditemonthissectionofthesurvey,shownin
thefourthgraphinFigure2.3,was,"Classesthatincludethissortofwriting
componentshouldbeessentialforKobeUniversitystudentsinthefuture".One
hundredandforty-twoofthe160studentsagreedwiththisstatement,
demonstratingtheirrecognitionofthevalueoflearningtothinkandwrite
criticallyinEnglishinordertoparticipateininternationalacademicdiscourse.
Inparticular,thesortsofacademicwritingskillsthattheylistedas
importantincluded;
• summarizingarticles
• writingpersuasively
• expressingtheiropinionlogically
• recognizingthestructureofacademicarticles
• APAcitation,and
• understandingandusingacademicexpressions
ManyalsoappreciatedtheuseofonlinecollaborativeplatformslikeGoogle+so
thattheycoulddiscussandcorrecttheirwritingwiththeinstructorandother
classmembers.
Ontheotherhand,therewerealsosomeareastheyfeltcouldbefurther
improved.Manywantedmoreopportunitiestowrite,andthisissomethingthat
instructorscouldincorporateintofutureprogramsviaadditionalnon-graded
homeworktasks.Othersfeltthatthetopicsfromthetextbookaloneweretoo
limitingandwantedthefreedomtowriteaboutsomethingthatwascompletely
unrelatedtothosetopics.Thistooissomethingthatcouldbenegotiatedwiththe
instructoratanearlypointinthecourse.SomefeltthattheEnglishLiteracyclass
wasnotasactiveastheCommunicationclassandwantedmoreopportunitiesto
talkwithotherclassmembers.Thisissomewhatinevitablegiventhenatureof
thefocusonreadingandwriting,butitissomethingweshouldbeawareofin
futureACEclasses,andaimtoaccommodatemoreinteractionintotheLiteracy
classesaswell.Onthewholethough,thestudentsweresatisfiedwiththecourse
asitisandwereunabletolistanysuggestedimprovements.
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3.StudentfeedbackontheACEEnglishCommunication(B1,B2)class
ThestudentswerealsoaskedabouttheirimpressionsoftheEnglish
Communicationclassesviaasimilaronlinesurvey.Thistimetherewere165
responses.Overalltheirself-evaluationswerelowerthanintheLiteracyclasses
(Figure3.1),buttheirimpressionsoftheinstructorswerebetter(Figure3.2).
Thatsaid,theirratingsforbothclassesremainhigh.
Figure3.1.TheStudents'EvaluationoftheirOwnEffortduringtheEnglish
CommunicationClass
AsshowninFigure3.2,thevastmajorityofthestudentsagreedwitheachofthe
fourcomponents,ratingtheinstructorsparticularlywellinregardtothe
effectivenessoftheirteachingapproach(92%),theiravailability(88%),and
theirintelligibility(88%).
Figure3.2.TheStudents'EvaluationoftheirCommunicationInstructor
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Studentsatisfactionwasalsohighwithregardstotheirlanguageimprovement
intheCommunicationclass.AsshowninFigure3.3,theygenerallyagreedthat
theirspeakingabilityhadimprovedoverthecourseofthesemester(78%),and
theyfeltthatcontentofthecoursewouldbeofuseinastudy-abroadcontext
(81%).NinetypercentoftheparticipantsindicatedthattheirEnglish
presentationskillshadimproved,andasimilarpercentageagreedthatthese
sortsofpresentationskillsshouldcontinuetobetaughtatKobeUniversityinthe
future.Allinall,thesurveyindicatesthatthestudentsaresatisfiedwiththe
EnglishCommunicationcomponentoftheACEclassaswell.
Figure3.3.TheStudents'EvaluationoftheCommunicationClassContent
Aspectsofthecoursethattheparticipantslistedasparticularlyusefulor
valuableincluded;
• learninghowtogiveaposterpresentation
• participatingingroupdiscussions
• receivingfeedbackfrombothpeersandinstructors
• havingtheopportunitytospeakwitharangeofdifferentstudents
• beingpartofan"allEnglish"environment
• learninghowtousePowerPointandGoogleScholar
Onthewhole,thestudents'commentsindicatedthattheyweresatisfiedwiththe
Communicationclasses.
WhenaskedfortheirsuggestionsforimprovingtheCommunicationclass,
therewereafewrecurringthemes.Somefeltthattheclassneededtohavemore
listeningactivities.Sincethetextbookdoesnotfeaturemanyofthesesortsof
exercises,thisissomethingthattheinstructorswillhavetobemorecognizantof
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infutureclasses,perhapsaugmentingthetextbookthroughtheuseoffreely
availablelisteningresourcesonYouTube,Netflixorsimilaronlinesites.Some
instructorshavealreadybeenaddingthesesortsofvideostotheirclasses,using
themasanopportunityforstudentstosummarizeanddiscussvideosrelatedto
theweek'stheme.
Studentsalsopointedouttheneedforsmallerclasssizes,whichofcourse
wouldbepreferable,althoughnotentirelypractical.Atpresenttherelatively
smallnumberofstudentsintheACEclass(approximately25)isstillmuchbetter
thanthatintheregularEnglishclasses,whichcontain40to44onaverage.Other
studentsalsoexpressedadesirefortheACEclassestogoforlonger,eitherby
commencinginthesecondquarterorextendingintothesecondyear.Fora
varietyofpracticalreasonsthistooisnotfeasible,althoughitdoesspeaktothe
highvaluetheyplacedonthecourseanditscontent.
Finally,somestudentssaidtheywouldappreciatemorefrequent
opportunitiestopresentinclass.Thisissomethingthatinstructorscould
accommodatebyintroducingshorterpresentationsondifferenttopicsthat
wouldnotnecessarilyhavetobedeliveredinfrontofthewholeclass;theycould,
forexample,consistofashortpairedpresentationdeliveredinfrontofasmall
groupofclassmates,andthereforecouldbedevelopedanddeliveredwithinthe
same90-minuteslot.Theinstructorswilltakethisandotherstudentsuggestions
intoaccountastheycontinuetodeveloptheprogram.
4.TheACEstudentconference
Thethirdandfinalsectionofthesurveyaskedthestudentsfortheirfeedbackon
thestudentconferenceandoverallimpressionsoftheACEprogram.Therewere
146respondentsinthissection.
AsoutlinedinFigure4.1,studentsatisfactionwiththeconferencewas
alsohigh.Forthemostparttheyagreedthatthetimingtowardstheendofthe
fourthquarterwasappropriate,althoughintheircommentssomealsosuggested
otherpossiblewaystoholdit:onaweekdayorafterthefourthquarterexams,
forinstance.WeaimtoholdtheconferenceonthefinalSaturdayofJanuaryso
thatthelargestnumberofstudentscanparticipate.Itisdifficulttoholditona
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weekdaybecausestudentsarecommittedtootherclasses,whileafterexamsis
notfeasibleeitherduetoextra-curricularactivities,intensiveclassesandthe
like.OneotherpossibilitymightbetoholditaweekortwoearlierontheAdult's
Daypublicholiday,butsomestudentswouldnotbeabletoattendbecausethey
wereinvolvedinthatfestivalandthatwouldalsoleavethemlesstimeto
prepare.Intheend,itisdifficulttofindatimethatsuitseveryone,andwemay
justhavetomakedowiththetimingasitis.
Figure4.1StudentFeedbackontheACEConference
Manystudentsexpressedtheirsatisfactionwithpresentingattheconferencevia
theposterpresentationformat.Thiswassomethingthatwechangedfromthe
previousyear'sconference,inwhichweheldamixofbothpostersandoral
presentations.Duetothelimitationsofthevenue(CentennialHall),atthe
inauguraleventinAY2017wewereforcedtosplittheconferenceintotwo
sections,locatingtheoralpresentationsinD-block.Duetothedistance,thistook
timeandmanyofthestudentsdidnotattendtheoralpresentations.Keeping
everyonetogetherintheonevenueprovedtobemuchmoresuccessful.
Moreover,theposterformatholdsanumberofadvantagesforEFLstudents;
allowingthemtodiscusstheirworkmorefreelywithasmalleraudiencereduces
nervesandfacilitatesgenuineinteraction.
Nonethelesswewereinterestedtoknowifthestudentswouldprefer
tohavemoreoralpresentationsinthefuture.Asshowninthethirdgraphin
Figure4.1,thatnotiondidhavesomeagreement,butalsohadahighernumber
ofrespondentswhodisagreedthananyoftheothersurveyitemstheywere
given.Althoughwecanneverpleaseeveryone,futureACEstudentconferences
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willprobablyremainwiththesameposterpresentationformatandtiming,for
bothpracticalandpedagogicalreasons.
Otherinitiativesthatwereintroducedthisyearincludedthe
introductionofinternationalstudentTAsasaudiencemembers.Thisgavethe
ACEstudentsgreateropportunitiestointeractwithexpertEnglishspeakers
duringtheirpresentationsaswellasinformallyattheconference.However,one
unexpectedcriticismofthiscamefromthoseACEstudentswhowereontheSite
Committee.Asastudent-runconference,variouscommitteesmadeupoftheACE
studentsorganizedandmanagedtheconference.Inthesurveyonestudentfrom
thesitecommitteecommentedthattheyalsoshouldbepaid(liketheTAs)to
attendbecausetheywereworkingattheconference.Again,thisisdifficultto
address,butitmaybeworthimpressingonthemthedifferencebetweentheTAs
andthestudentsthemselves.Therewerealsoacoupleofcriticismsofthevoting
system(forBestPresentation),andtheprocessshouldbereassessedforAY2019
inordertoensureitsfairnessandtransparency.
Anotherstudentmentionedthepossibilityofincludinga(plenary)
guestspeakerfromoutsidetheACEcourse.ThisissomethingwedidinAY2017,
butchangeditinfavorofthreebriefplenarypresentationsfromtheACE
studentsthemselves.Thispointisonethatitisnegotiableandwewillcarefully
considerthataspectoftheprogramfortheAY2019conference.
Finally,thestudentswereaskedtogiveanoverallevaluationofthe
ACEprogram,includingboththeclassesandthestudentconference.Their
ratingsaredisplayedinFigure4.2from1(verygood)to5(verypoor).Weare
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pleasedtoreportthatthevastmajorityoftheparticipantsratedtheprogram
highly.
Figure4.2TheStudents'OverallImpressionoftheACEProgram
TheaspectsofthecoursethatstoodoutmostfortheACEstudentswerethe
"passionatenativespeakingteachers","discussingsocialissuesinEnglish",the
practicalyetacademicnatureoftheclasses,andtheopportunitiestointeract
withawidevarietyofpeople.Thislastpointisperhapsbestreflectedinthe
studentconferencecapstoneevent,inwhichthestudentsmustdiscusstheir
researchwithpeersfromotherfaculties.Formanyofthem,itwasthefirsttime
forthemtospeakwithstudentsfromdifferentacademicbackgroundsandthey
seemedtoenjoythechanceforagenuineexchangeofopinionsontopicsthat
theyhaddevelopedoverthecourseofthesemester.Thisinitselfgetstothe
essenceofcommunication--interactingforareason,notjustasataskoran
exercise.Inthissense,theACEstudentconferencegivesthemashort"study
abroad"experiencebycreatingasimulatedEnglish-mediumenvironmenthere
inJapan.Howeverbriefitmaybe,itcouldbesaidthatthestudentconference
ultimatelygivesmore"bangforthebuck",byallowingalltheACEstudentsto
takepartforalmostnocost.Thiscomparesfavorablytoitspredecessorinthe
PSAprogram,inwhichonlyasmallnumberoftheoverallcohorttookpartinthe
conference,andatmuchgreaterpersonalexpense.
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Figure4.3InterestinFutureStudyAbroad
Thefinalquestioninthesurveysimplyaskedstudentsabouttheirdesireto
studyabroadinthefuture.AsshowninFigure4.3above,thevastmajorityof
studentsACEstudents(90%)expressedinterestinfollowinguptheprogram
withsomesortofstudyabroadprograminthefutureThisisperhapsthey
greatesttestimonytothesuccessoftheACEprogramwithinKobeUniverity's
objectivetofosteraglobaloutlookamongitsgraduates.
References
Browne,C.,Culligan,B.,&Phillips,J.(2014).Infocus:Student'sbook3.Singapore:
CambridgeUniversityPress.
Tapper,J.,&Gruba,P.(2000).Usinga‘conference’modeltoteach
communicationskillsinacommunicationacrossthecurriculum
program.LanguageandLearningacrosstheDisciplines,4(1),55-65.
ReportonKobeUniversity'sACEprogram,AY2018
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iTherewere250slotsallocatedtothecourse,butforavarietyofreasons,only200were
eventuallyfilled.Thisissomethingthatneedsfurtherinvestigation,butonepossible
factoristhatsomestudentswhowereoriginallyselectedfortheACEclassintheSpring
semesterwerelaterabletogainexemptionforthesesubjectsaftertheyachieveda
higherTOEFLorTOEICscore.