A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant...
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-10-01
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| Series: | Proceedings |
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| Online Access: | https://www.mdpi.com/2504-3900/2/21/1332 |
| _version_ | 1811333606185893888 |
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| author | Carlos Menéndez-Otero Raquel Serrano-González Isabel Gil-Naveira |
| author_facet | Carlos Menéndez-Otero Raquel Serrano-González Isabel Gil-Naveira |
| author_sort | Carlos Menéndez-Otero |
| collection | DOAJ |
| description | The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills. |
| first_indexed | 2024-04-13T16:55:23Z |
| format | Article |
| id | doaj.art-cd218dbc226d4b959a78855994a4ef00 |
| institution | Directory Open Access Journal |
| issn | 2504-3900 |
| language | English |
| last_indexed | 2024-04-13T16:55:23Z |
| publishDate | 2018-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Proceedings |
| spelling | doaj.art-cd218dbc226d4b959a78855994a4ef002022-12-22T02:38:50ZengMDPI AGProceedings2504-39002018-10-01221133210.3390/proceedings2211332proceedings2211332A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) CoursesCarlos Menéndez-Otero0Raquel Serrano-González1Isabel Gil-Naveira2Department of English, French and German Philology, University of Oviedo, 33011 Oviedo, SpainDepartment of English, French and German Philology, University of Oviedo, 33011 Oviedo, SpainDepartment of English, French and German Philology, University of Oviedo, 33011 Oviedo, SpainThe paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills.https://www.mdpi.com/2504-3900/2/21/1332ICTESPassessmentmulti-section coursesthird-level education |
| spellingShingle | Carlos Menéndez-Otero Raquel Serrano-González Isabel Gil-Naveira A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses Proceedings ICT ESP assessment multi-section courses third-level education |
| title | A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses |
| title_full | A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses |
| title_fullStr | A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses |
| title_full_unstemmed | A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses |
| title_short | A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses |
| title_sort | case study of the use of ict in face to face third level english for specific purposes esp courses |
| topic | ICT ESP assessment multi-section courses third-level education |
| url | https://www.mdpi.com/2504-3900/2/21/1332 |
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