1. Refreshing in-sessional course provision Centre for Language Study Southampton University K.Richardson & J.Watson kmr2@soton.ac.ukkmr2@soton.ac.uk jw17@soton.ac.uk jw17@soton.ac.uk kmr2@soton.ac.ukjw17@soton.ac.uk

2. Overview In-sessional support pre-2004 In-sessional support pre-2004 Refreshing the provision Refreshing the provision Example of online provision Example of online provision Preliminary findings Preliminary findings Conclusions Conclusions The way forward The way forward

3. In-sessional support pre-2004 Courses available per semester Courses available per semester 15 face-to-face courses of 1 hour each 15 face-to-face courses of 1 hour each 1 face-to face workshop of 2 hours 1 face-to face workshop of 2 hours Individual tutorial help (6 hours per week) Individual tutorial help (6 hours per week) Self-access language study Self-access language study Content Content Non-specific EGAP to non-specific groups of students Non-specific EGAP to non-specific groups of students

4. In-sessional support pre-2004 Issues Issues  Erratic attendance  Varying satisfaction levels among students (lack of specificity in course content; mixed discipline groups; single session classes; course duration)  Tutor frustration  Timetable clashes

5. Refreshing the provision Face-to-face changes: Face-to-face changes: non-specific EGAP to discipline specific groups of students non-specific EGAP to discipline specific groups of students task specific EGAP to task/context specific groups of students task specific EGAP to task/context specific groups of students ESAP to discipline specific groups of students ESAP to discipline specific groups of students Shorten certain courses 6 weeks of double sessions Shorten certain courses 6 weeks of double sessions Introduction of online provision: Introduction of online provision: tutored online non-specific EGAP to non-discipline specific groups of students tutored online non-specific EGAP to non-discipline specific groups of students non-tutored ‘International Students Online Resources’ (ISOR) non-tutored ‘International Students Online Resources’ (ISOR)

6. Refreshing the provision Monitoring Face-to-face :  level of attendance  student feedback Online provision :  enrolments, participation, VLE tracking, student feedback

7. Refreshing the provision Online 04-05 S1: Academic Writing Skills; Academic Listening Skills 04-05 S1: Academic Writing Skills; Academic Listening Skills 04-05 S2: Academic Writing Skills; Academic Listening Skills; Academic Communication Skills 04-05 S2: Academic Writing Skills; Academic Listening Skills; Academic Communication Skills 05-06 S1: Academic Writing Skills; Academic Listening Skills; Academic Communication Skills; Academic Reading Skills; Academic Vocabulary Development; Aspects of Grammar for Academic Study 05-06 S1: Academic Writing Skills; Academic Listening Skills; Academic Communication Skills; Academic Reading Skills; Academic Vocabulary Development; Aspects of Grammar for Academic Study 05-06: International Students’ Online Resources 05-06: International Students’ Online Resources

15. Online courses Preliminary findings 04-05 S1: 93 students, 1846 hits, 04-05 S1: 93 students, 1846 hits, 30%-40% still active at the end of the course 04-05 S2: 67 students, no data available (Blackboard) 04-05 S2: 67 students, no data available (Blackboard) 05-06 S1: 198 students, 7576 hits after 4 weeks 05-06 S1: 198 students, 7576 hits after 4 weeks 05-06 non-tutored option: 05-06 non-tutored option: 124 students self-enrolled, 1247 hits after 4 weeks

16. Online courses Student feedback On the 2004-2005 online courses : … external websites and the comments after each question are particularly useful. By reading them, it helps a lot with my writing. (AWS) … external websites and the comments after each question are particularly useful. By reading them, it helps a lot with my writing. (AWS) very useful learning material, clear instructions (ALS) very useful learning material, clear instructions (ALS) The quality of the course content is high… the activities cover many important areas of communication (ACS) The quality of the course content is high… the activities cover many important areas of communication (ACS) On discussion boards : Since this online course is very self-learning, therefore, I may not have the time to discuss. However, I think the tutor did a good job and offer help when necessary. Since this online course is very self-learning, therefore, I may not have the time to discuss. However, I think the tutor did a good job and offer help when necessary. The topic of the discussions and activities was quite good and useful for student. The topic of the discussions and activities was quite good and useful for student. I did not benefit much as other course participants did not actively participate in the discussion forum. I did not benefit much as other course participants did not actively participate in the discussion forum. I'm not confident about my English, that's why I'm not active in course discussion. I'm not confident about my English, that's why I'm not active in course discussion. The better way of discussing is face-to-face The better way of discussing is face-to-face... people did not visit the discussion board regularly, maybe because of time-constraints.... people did not visit the discussion board regularly, maybe because of time-constraints. On self motivation & time constraints etc The problem for me was especially the last unit I was very busy and as a result, I could not concentrate on them. Anyway, I read through all of them. The problem for me was especially the last unit I was very busy and as a result, I could not concentrate on them. Anyway, I read through all of them. It is not because of the content etc. but solely because I just lost and do not follow the activity. It is not because of the content etc. but solely because I just lost and do not follow the activity. Hope we could have longer course duration. Hope we could have longer course duration.

17. Face-to-face courses Preliminary findings Discipline specific studentsTask/Context specific students Non-discipline/task specific students ESAP MSc Social Statistics 96% MBA 94% Foundation Year Engineers 94% MSc Operational Research 91% LLM 90% Task specific EGAP Write your PhD 95% Master’s Dissertation 82% Non-task specific EGAP Water Engineers 99% MSc Management 87% Socrates 85% Academic Writing 73% Grammar 57% Oral Skills 51%

18. Conclusions The more specific the student group, the better the attendance The more specific the student group, the better the attendance The more specific the content, the better the attendance The more specific the content, the better the attendance Shorter ‘workshop’ courses do not have as much impact on attendance as expected Shorter ‘workshop’ courses do not have as much impact on attendance as expected Online courses provide a flexible way to deliver Online courses provide a flexible way to deliver Online is an attractive option for some students Online is an attractive option for some students Untutored online resources might suit some students Untutored online resources might suit some students

19. The way forward Further research Further research Improve format and delivery of current online courses and ISOR Improve format and delivery of current online courses and ISOR More ESAP to discipline specific students? More ESAP to discipline specific students? Introduce online ESAP to discipline specific students? Introduce online ESAP to discipline specific students? Integrate online courses with face-to-face courses: blended learning? Integrate online courses with face-to-face courses: blended learning?

20. Refreshing in-sessional course provision Centre for Language Study Southampton University K.Richardson & J.Watson kmr2@soton.ac.ukkmr2@soton.ac.uk jw17@soton.ac.uk jw17@soton.ac.uk kmr2@soton.ac.ukjw17@soton.ac.uk