Integrating Extra Credit Exercises into a University English-Language Course: How Action Research Provided a Framework to Identify a Practical Problem

Autor/in	Prior, Jemma
Titel	Integrating Extra Credit Exercises into a University English-Language Course: How Action Research Provided a Framework to Identify a Practical Problem
Quelle	In: Educational Action Research, 26 (2018) 5, S.770-786 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prior, Jemma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2017.1402687
Schlagwörter	Undergraduate Students; College Credits; Grades (Scholastic); English for Special Purposes; Second Language Learning; Second Language Instruction; Action Research; Student Centered Learning; Advanced Courses; Course Descriptions; Blended Learning; Course Content; Economics Education; Student Attitudes; Foreign Countries; Speech Skills; Attendance Patterns; Student Participation; Italy + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Notenspiegel; Zweitsprachenerwerb; Fremdsprachenunterricht; Projektforschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fortgeschrittenenunterricht; Kursstrukturplan; Kursprogramm; Wirtschaftskunde; Schülerverhalten; Ausland; Mündliche Leistung; Sprachfertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Italien
Abstract	This article describes an action research (AR) study with multiple cycles undertaken with undergraduates over three years. The university is a trilingual institution in Italy where degree programmes are taught in Italian, German and English. The study's aim was to improve the syllabus of an advanced English for Specific Purposes course using a blended approach: it would be more learner-centred, but it would also provide more speaking practice during class. This would thus combine elements from process and product approaches to syllabus design. However, students had to attend class to benefit from the speaking skills practice planned, which was not automatic, as the university does not require compulsory attendance. Although optional attendance was a given, its impact on the syllabus was not fully considered and led to an AR cycle that failed to implement the proposed syllabus. However, an advantage of using multiple cycles was that this unexpected problem was identified and addressed in a subsequent cycle when action was taken: the introduction of extra credit exercises (ECE) to motivate students to attend class. The use of ECEs had a startling effect on attendance levels and a positive impact on the study's central focus, the blended syllabus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01