Reflections on supporting learners (and educators): Part II Class and course group feedback
Scott Granville
In the first part of our series reviewing the delivery of, and engagement with, Chasing Time English content, I discussed three areas that continue to receive positive results: storytelling, peer to peer learning, and a focus on language enrichment.
The purpose of this second part of the review is to highlight some key components from our resources library as they relate to usage by class and course groups.
Keio University (Japan)
Our drama series have been used in several English language classrooms at Keio University since 2021 and I have been fortunate to deliver guest lectures to students on a regular basis during that time. Two specific aspects of the teaching and learning process using the CTE content stand out:
1. A high level of interest in language use for social interactions. Students value the introduction and explanation of purposeful communication techniques (verbal and non-verbal) to support them in practical situations such as ordering food or making a request. They view this as critical information for successfully negotiating real-life interactions.
2. Drama as a learning tool in the classroom. There is also consistently positive feedback on opportunities to take learned language from the social interactions lessons and apply it to fictional contexts through roleplay activities. The structured presentation of modelled interactions serves as excellent starting point for students to be creatively confident when putting the newfound knowledge into meaningful practice.
The University of Auckland English Language Academy (ELA)
After a successful pilot period with ELA in providing selected content to prepare inbound learners coming to New Zealand, we have now expanded the offer to all incoming short course participants.
As with the Keio cohort(s), a snapshot of feedback directly from students reveals several encouraging trends:
1. Providing a safe environment to practice, make mistakes, and learn. Learners want to feel comfortable in trying out newly acquired language without the pressure of having to be perfect at every step. Our regular comprehension checks are designed to allow students to attempt tasks multiple times which builds familiarity, and with it, self-confidence.
2. Preparing for study and living abroad. Online language study at home or in a classroom environment is an excellent starting point for students with aspirations or concrete plans for travelling to an English-speaking country to further their education goals. And the Chasing Time English content, through the use of our original drama series, provides an abundance of carefully inserted informal language examples to support learners. Instances of utterances such as ‘see ya’ rather than the more wooden sounding ‘see you’ helps train the ear of the listener prior to departure.
By framing activities and lessons around regular opportunities to actively engage with, and produce, the target language in a safe environment allows students to be thoughtful and brave throughout their learning journey.
In the third and final part of this review series, we will reflect on some individual student usage and feedback.