Results of a case study on the implementation of Pecha Kucha presentations undertaken at The University of Western Australia in 2015 are presented and discussed here. Pecha Kucha, a fast-paced presentation format consisting of 20 slides set to proceed automatically every 20 seconds, was used in the assessment of the unit "Translation Localisation" for two reasons: it is a time-effective method to assess a large number of students in a short time, and it has the potential to teach students whilst also assessing them, thus killing two birds with one stone. Recent studies show that the Pecha Kucha style can improve presenting skills and English speaking skills in general. This has particular relevance when teaching large numbers of international students, such as in "Translation Localisation", where 84% of students spoke English as their second language. The paper ultimately shows how the use of Pecha Kucha presentations in the assessment of a unit carries important pedagogical implications for students of English for Academic Purposes.
This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift & Goh 2012, Graham & Santos 2015). Listening comprehension work in particular is crucial in the early stages of second language acquisition, and, therefore, for ab-initio language students, for whom processing and decoding auditory input can be very challenging. In 2014 a set of online listening quizzes was created and integrated into two ab-initio Italian courses. The aim was to offer engaging, flexible listening comprehension practice and assessment, which would extend the students’ learning experience, stimulate their learning motivation and allow for a better use of face-to-face teaching in the classroom environment. Having conceptualised listening as a process rather than a product we designed tasks to teach learners how to listen, rather than merely test their comprehension. The validity of the quizzes as a means for the development of listening skills and as a tool for formative and summative assessment was subjected to systematic analysis via an online student survey. The large amount of data collected reveals that the quizzes were a key element in the development of listening skills and the delivery mode did not only meet the students’ learning needs but it was clearly preferred to in-class assessment.
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