Proficiency Development through a Hybrid Course with e-Tandems
CALIFORNIA STATE UNIVERSITY Oral Proficiency...
Transcript of CALIFORNIA STATE UNIVERSITY Oral Proficiency...
Running head: ORAL PROFICIENCY INTERVIEW 1
CALIFORNIA STATE UNIVERSITY
MONTEREY BAY
Oral Proficiency Interview
CAPSTONE Report
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Ehab Khalaf
12/17/2013
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ ___________________________ _____________
Advisor Name Signature Date
___________________________ ___________________________ _____________
Capstone Instructor Name Signature Date
ORAL PROFICIENCY INTERVIEW 2
Contents Executive Summary ............................................................................................................ 3
Introduction ......................................................................................................................... 4
What is OPI? ............................................................................................................... 4
Problem Description ................................................................................................... 5
Target Audience .......................................................................................................... 6
Literature Review........................................................................................................ 6
Solution Description ........................................................................................................... 7
Goal of the project ...................................................................................................... 7
Proposed Solution ....................................................................................................... 8
Learning Theories and Instructional Strategies .......................................................... 9
Analysis of tasks/content .......................................................................................... 10
Media Components ................................................................................................... 11
Difficulties Encountered ........................................................................................... 14
Methods and Procedures ................................................................................................... 14
Development ............................................................................................................. 15
How the project was designed and developed .......................................................... 16
Resources .......................................................................................................................... 17
Time .......................................................................................................................... 17
Cost ........................................................................................................................... 18
Hardware and Software............................................................................................. 18
External Expertise ..................................................................................................... 18
Technical Skills required to finish the project .......................................................... 18
Timeline and Progress Report ........................................................................................... 19
Timeline .................................................................................................................... 19
Major Deliverables.................................................................................................... 19
Evaluation ......................................................................................................................... 20
Formative evaluation ................................................................................................ 20
Conclusion ........................................................................................................................ 21
What has been learned from the project? .................................................................. 21
Future of the project .................................................................................................. 22
Appendices ........................................................................................................................ 23
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Executive Summary
Oral Proficiency Interview (OPI) is a speaking test that measures
language holistically by determining patterns of strength and weakness. The
structure of the test is standardized, and based on a set of assessment criteria. It is
important for foreign language educators to become familiar with the philosophy
and techniques of oral proficiency testing even if they never conduct an official
OPI.
The current material being used to introduce OPI is based on the
information of the OPI Manual and PowerPoint presentations, but this type of
delivery lacks interactivity. The needs analysis pointed out the necessity to create
a more engaging format for language teachers. Hence, the goal of the project was
to develop an e-Learning module to enable DLI instructors recognizing the OPI
structure. The training is delivered by using a multimedia module. Articulate
Storyline has been utilized as an authoring tool. The knowledge of the
fundamental learning theories and their contribution to the field of instructional
technology, and the acquired technical skills combined altogether to completing
the instructional module.
The Interactive Learning Module (ILM) educates learners on the basic
concepts, tasks and levels of the OPI. The ILM begins with an introduction
defining OPI. Then, identifying what factors play a role in rating the working
level of the examinee. Finally, describing the structure of the OPI test including
the test phases. The instruction is interactive through the incorporation of quizzes
and other activities such as matching, and drag and drop. Most of the instruction
comes from the use of narration, videos, images and text. The intent is that not
more than two slides should be displayed without an interactive element.
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The final phase of the project focused on evaluation and assessment of the
instructional module. The purpose was to evaluate the effectiveness of the module
in teaching the target audience what was required in order to achieve the training
objectives. The evaluation process involved participant selection, pre-test and
post-test survey, in addition to the tutorial tryout. The final stage was an analysis
of the results and recommendations for changes to the module. The assessment
indicated that the goal of the training was met. The structure of module was
organized in an effective manner which allowed learners to complete the training
without any problems.
Introduction
The ensuing paper is a capstone report for an e-Learning training design.
The training module served as an introduction for language instructors at the
Defense Language Institute (DLI) to learn about the Oral Proficiency Interview
(OPI).
What is OPI?
OPI is a speaking test that measures language holistically by determining
patterns of strength and weakness. The structure of the test is standardized, and
based on a set of assessment criteria. OPI is a proficiency test that goes beyond
course content. It measures the ability to handle real-world tasks by simulating
them. Since OPI is a proficiency test, it tends to be an interactive and adaptive test.
Tasks and topics are developed during the test by the tester. These tasks and
topics are not predetermined and not predictable.
OPI includes four phases: warm-up, level checks, probes, and wind-down.
The warm-up establishes interaction and rapport between tester and examinee.
Level checks identify language functions and content areas the examinee can
handle. Probes are used by the tester to raise the level of the examinee’s language
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and determine a ceiling for speaking ability. The wind-down returns the examinee
to a comfortable level and gives the tester the opportunity to ensure the testing
process is complete. (Defense Language Institute, 2013)
Problem Description
Language courses at DLI extend over three semesters. Tests are designed
to include both achievement tests, which are unit tests, and in-course proficiency
tests (ICPT). At the end of each unit, students take an achievement test that
focuses on the content of that particular unit. The number of these tests varies
based on the length of the course itself, and the language category. There are also
two ICPT tests per semester. One is in the middle and the other one is at the end
of the semester. The content domains of these ICPTs are representative samples
of the domains of expected student cumulative language mastery in Basic Course
instruction. Performance standards of the individual ICPTs are keyed to language
mastery targets of specific subsets of the Basic Course that are identified by
course titles and numbers within the Basic Course Transcript. (Defense Language
Institute, 2013).
Any given test whether it is a unit test or an ICPT consists of a separate
skills test measuring listening comprehension, reading comprehension, and
speaking proficiency. Unit tests are administrated by the instructors of the
teaching team. These tests are paper-based. Protocols and answer keys are
provided for instructors as guidelines for grading purposes. As for ICPT, it is a
computer-based version, and it is handled by Test Management Division, which
provides independent test scheduling, administration, scoring and score reporting
services for all ICPTs taken by DLIFLC's resident students. However, the
speaking section of the ICPT needs to be conducted by teachers who are generally
not OPI testers. Not having a speaking test protocol poses a challenge for those
teachers who do not have the OPI expertise. ICPT speaking results show disparity
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in the students’ levels of speaking if these tests are conducted by an OPI tester or
by a regular teacher.
Target Audience
The target audience of this module is DLI language teachers. These
teachers are from different cultural and educational backgrounds. They are both
males and females with an age range between 30-65 years old. The module is
used as an introduction for those teachers who are not familiar with the structure
of OPI. It also outlined the criteria to evaluate the student’s level based on the
Interagency Language Roundtable (ILR) scale, which is a set of abilities to
communicate with a language. The module can be utilized as quick reference for
OPI testers themselves to substitute the thick binder that has been used as a
review guideline before conducting tests.
Literature Review
In the United States OPI was initiated out of practical necessity. During
WWII, the majority of U.S. military personnel did not have the skill needed to
perform key foreign language communication tasks. In 1942, the army specialized
training program (ASTP) was established to teach speaking in the fields of
engineering, medicine, and area studies. Consequently, promoting the teaching
and assessment of practical language use became a driving force for the
government language school. Teachers in ASTP designed their own test to assess
the communicative ability of their students. (Chalhoub & Fulcher, 2003)
Many researchers and practitioners maintain the efforts to improve
instructional practices and promote proficiency assessments tied to descriptors of
what learners can do in real life. This has contributed significantly to second
language teaching and testing. Similar endeavors in the area of research, however,
are critically needed. There are high-priority areas—including delimiting
ORAL PROFICIENCY INTERVIEW 7
purposes, examining interview discourse, documenting rater/interlocutor behavior,
explicating the native speaker criterion, and investigating the OPI's impact on
language pedagogy—that should be incorporated into the research agenda.
Research showed that future studies should investigate not just the content
of the OPI but also the inference of second language proficiency represented in an
OPI rating.
Solution Description
Goal of the project
It is important for foreign language educators to become familiar with the
philosophy and techniques of oral proficiency testing even if they never conduct
an official OPI. Reading about professional literature on the subject, and attending
either a familiarization workshop or a test-training program can expand teachers’
perspective on what it means to speak a foreign language. Understanding
proficiency testing ultimately helps to complete one’s preparation as a language
teacher.
Hence, the primary goal was to develop an e-Learning module to enable
DLI instructors to recognize the OPI structure. The module is developed to be an
interactive tutorial for learning the fundamentals of the OPI. It identified the
phases the tester needs to follow in order to have a complete and ratable sample.
This allowed instructors to select appropriate tasks, and relate them to the
corresponding proficiency level of the student.
The secondary goals were to make tutorials comprehensive in scope and
self-supporting. It contained all files and resources required to complete the
training independent of other assets. All that is required is a computer and access
to the Internet and, to ensure that the focus of the tutorial is limited to learning the
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essentials of OPI. The design of the tutorial is for web-based delivery or to be
distributed on CD-ROM.
As for the certified OPI testers, this module can be used as a reference to
review test tasks and structure before conducting the OPI testing sessions. The
testers can access the module from their iPads and other mobile devices issued by
DLI. The designed module would substitute the OPI paper manual.
Upon completion of the training, DLI language instructors will be able to
Recognize OPI in regards to its nature, description, timing, and the
purpose of it.
Identify OPI levels.
Determine the aspects of examinee’s performance at a given level.
Analyze OPI rating factors.
Learners will be able to define the structure of OPI in terms of the phases,
the purpose of each phase, and the perspectives of that purpose.
All of the above is to be completed with 100% accuracy.
Proposed Solution
Budget restraints and the Furlough Act pose a major challenge for our
organization to provide training for instructors. Namely, the OPI training is a
four-week workshop. The main issue is to deliver training in a time-effective
manner that suits the teaching schedule of the instructors. Formal training has the
most observable outcome, yet time constraint places an obstacle for such a
delivery method. Technology-Based Training (TBT), such as CD-ROM, or Web-
Based tutorials can be an alternative delivery method for teachers who are
motivated and ready to acquire new skills using technology to learn about OPI.
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Learning Theories and Instructional Strategies
The development of the module was based on the application of two
learning theories: behaviorism and cognitivism.
Behaviorism, also known as behavioral psychology, is a theory of learning
based upon the idea that all behaviors are acquired through conditioning, which
occurs through interaction with the environment. Behaviorists, such as Skinner
and Pavlov, believe that our responses to environmental stimuli shape our
behaviors. Thus, as an extension of behaviorism, we can state that one learns
through imitation, which is a strategy that I intend to use in this instructional
module. Learners will visualize a process being performed and as a consequence,
will be able to imitate the process while doing so. (Gredler, 2009)
Cognitivism also has been chosen to use the events of instruction as
prescribed by Gagne. The module made use of elements that would gain the
attention of trainees and the learning objectives were clearly and concisely stated
from the very beginning. It also made use of elements that stimulates recall of
prior learning that are well known to learners.
This capstone product is an Articulate Storyline project which integrates
video, audio narration, text, and interactive quizzes and activities. As a web-based
tutorial, accessibility is determined by the user. They are not dependent on
assisted training or a structural training environment. After working through
sections on the tutorial, users can practice selected tasks to achieve desired
proficiency.
After researching the most suitable teaching strategies pertaining to the training
was presented, Gagne’s nine events of instruction were chosen. Gagne’s method
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provided the framework of the proposed instructional design. It aligned with the
principles of teaching that were gained from studying the learning theories at the
MIST program. The goal was to gain learners attention through an interactive
atmosphere within the multimedia prototype. By informing objectives, learners
are inclined to know what they will encounter in the training and are aware of
their learning goals. This approach to teaching consistently stimulates the recall of
prior learning. The concepts that are familiar to learners were incorporated in
order to introduce new ones. Learner guidance was provided through the
prototype itself as it facilitates learning through its multimedia structure. The
prototype elicits performance by allowing the learners to evaluate the speaking
level of a speaker through an interactive learning environment. Feedback was
provided by the prototype. Assessment of learner’s performance was tested
through quizzes built within the prototype.
Analysis of tasks/content
The interactive learning module (ILM) educated learners on the basic
concepts, tasks and levels of OPI. The ILM began with an introduction defining
OPI structure, and what factors play a role in rating the working level of the
examinee. The learner proceeds to next slides by clicking the (Continue) button,
which is located on the bottom right of the slides. The instruction is interactive.
Most of the instruction comes from the use of narration, videos, images and text.
The intent that not more than two slides should be displayed without an
interactive element. By the end of the module the learners were able to pass an
assessment with an accuracy of 80% or higher.
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Media Components
In order to create a multimedia within the capstone project, Articulate
Storyline was primarily utilized in conjunction with supplemental software. The
use of Real Player, and Adobe Audition, as well as uploading of audio files was
incorporated in order to create an interactive module. In addition to that, graphics
and illustrations were used along with the words or phrases describing them. For
user interface and interactivity, clickable buttons, hover-over areas, quizzes, and
feedback were included. The course was designed to be Technology-Based
Training (TBT).
TASK 1 Introduction to OPI
OBJECTIVE Learners will be able to recognize OPI in regards
to its nature, description, timing, and the purpose
of it.
LEARNING DOMAIN Valuing level of the Affective Domain.
PERFORMANCE TEST Upon completion of the module, learners answer
content related assessment questions with 100%
accuracy.
INSTRUCTIONAL
STRATEGIES
Self - Instructional strategy - learners read the text
presented, and listen to the narration, then execute
the task successfully.
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TASK 2 ILR Scale Description
OBJECTIVES Learners will be able to
1. Identify OPI levels.
2. Differentiate between Base level & Plus
level.
3. Determine aspects of examinee’s
performance at a given level.
4. Analyze OPI rating factors.
LEARNING DOMAINS 1. Knowledge level of the Cognitive Domain.
2. Analysis level of the Cognitive Domain.
3. Evaluation level of the Cognitive Domain.
PERFORMANCE TEST Upon completion of the module, learner answers
content related assessment questions with 100%
accuracy.
INSTRUCTIONAL
STRATEGIES
Self - Instructional strategy – learners read the text
presented, listen to the narration, and watch video
module then execute the task successfully.
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TASK 3 OPI Structure
OBJECTIVE Learners will be able to define the structure of
OPI in terms of the phases, the purpose of each
phase, and the perspectives of that purpose.
LEARNING DOMAIN Knowledge level of the Cognitive Domain.
PERFORMANCE TEST Upon completion of the module, learner answers
content related assessment questions with 100%
accuracy.
INSTRUCTIONAL
STRATEGIES
Self - Instructional strategy – learners read the text
presented, listen to the narration, and watch video
module then execute the task successfully.
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Difficulties Encountered
The most prevalent technical challenge encountered was the ability to
master Articulate Storyline software. This technical skill was the most time
consuming to acquire but was crucial in order to create an interactive,
multimedia-learning atmosphere.
The other challenge was the probability of obtaining OPI testing samples and
statistics since those materials are considered confidential and releasing them
required the approval of different concerned parties.
Methods and Procedures
By working at DLI, the designer was able to analyze the learners of this
instructional design project. The strength and weakness in the performance of the
organization, concerning the knowledge of speaking proficiency tests, was
assessed. The current material being used to introduce OPI is based on the
information of the OPI Manual and PowerPoint presentations, but this type of
delivery lacks interactivity. The needs analysis pointed out the necessity to create
a more engaging format for language teachers. Through learner analysis and
performance level, the learning objectives for the project were developed.
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Development
The development process began in the third semester with the conceptual
idea and design for the tutorial. As more was learned about the instructional
design process, learning theories, and technical tools, the concept was revised and
refined accordingly. The development process for the training consisted of:
Conceptual design
Prototype design and development
Prototype evaluation and assessment
Final Product
Conceptual design
This process began with an instructional design class. This class structured the
process for creating the tutorial and the steps required in the process using the
ADDIE Module. Elements included:
Formal need assessment
Learner analysis
Task and topic analysis
Goals and objectives
Development and design plan
Learning assessment
Prototype development
This stage of the process consisted of applying both theoretical and technical
information techniques to design and develop a functional prototype of the
instructional goal. The principles and fundamentals of two learning theories,
behaviorism and cognitivism have been used for this purpose.
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The training was produced using Articulate Storyline. After determining the
structure and design, the prototype was finalized and created. It consisted of all
required components that were envisioned for final product: video, audio
narration, written text, and interactive activities and quizzes.
Gaining new theoretical concepts for creating instructional materials for adult
learners led to a major revision of the prototype design. The goal was to provide
the learner with a training experience without providing complicated training
structure. Acquiring new technical skills within Articulate Storyline led to a few
revisions.
The process of designing the tutorial in Articulate Storyline and creating the
multimedia assets took approximately three months. With many reviews in
concept, the final product was completed and submitted with few suggestions for
improvement from the advisor.
How the project was designed and developed
The method in designing and developing this capstone project paralleled
with the approach illustrated in the ADDIE Model. Amidst working at Defense
Language Institute as a certified OPI tester, there was an ability to analyze the
learners of instructional design project. The strength and the weakness in the
organization were assessed in terms of conducting reliable speaking tests. An
already established intervention for the problem such as the OPI Familiarization
Workshop was considered. After weighing the risks versus the benefits in a
proposal, it was concluded that the intervention would soon become the capstone
project. Then the instruction methods, media and material, which they would be
used in designing and developing an interactive module, were selected. Articulate
Storyline seemed to have enough interactive tools to deliver the type of modules
that was intended. The next part of the design was the ability to translate ideas
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into modules by utilizing the chosen media. This was a time consuming process as
it took ample time to master the program in order to take full advantage of all the
tools the media provided. A search was conducted for images that could correlate
with information being presented in the lessons in order to match the terminology
with a visual. Learner participation was also achieved through the inclusion of
interactive quizzes that were created within Articulate Storyline at the end of each
lesson. These quizzes would cohere with the objectives that had been stated at the
beginning of the module. The goal of this capstone was to teach through
experiencing. Finally, the last part of the design was the evaluation and revision
of the project. Aside from analyzing for any glitches and quality assurance, it was
meant to make sure that each part of the capstone correlated back to the goal of
the project, and the objectives stated at the beginning of the capstone. Overall, the
ADDIE Model approach to designing the project endorsed achieving the
instructional goals in a structured and organized manner.
Resources
Time
The preparation of each module took approximately one month on average,
total of around three months. This entire process was rather time consuming;
starting from the design of each lesson to the application of these ideas into an
interactive media via Articulate storyline. Due to the number of components in
each lesson, a detailed schedule was established and it was vital to adhere to it.
The product of each module had to be constantly evaluated and revised. On top of
the time spent in designing and developing the modules, time was devoted to
learning the advanced features of Articulate Storyline.
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Cost
The cost was minimal in terms of physical spending. The only actual cost
spent on this project was the cost of Articulate Storyline software utilized to
create the module of this capstone project. Ultimately, the time devoted for the
project was the greatest cost. The project was tested and assessed by DLI
instructors and hence the evaluation of this project did not cost anything.
Hardware and Software
The production of this project demanded minimal hardware and software
for its completion; required only computer, Internet connection, Adobe Audition,
and Articulate Storyline, in addition to the OPI 2000 Test Certification Workshop
TRAINING MANUAL.
The finished product is a web-based application. The host site is located on the
DLI network, therefore, no external resources or space allocation was required.
External Expertise
The MIST program has provided a foundation in technology through
which the designer can apply and develop the teaching experiences. A Subject
Matter Expert (SME), who was an OPI training facilitator, was consulted during
the training verification process. The collaboration with the SME in particular
provided an insight on the capability and potential that the capstone project had
when applied to the practical assessment of speaking tests.
Technical Skills required to finish the project
There were two vital skills required to create and develop the training.
Project management and technical proficiency with the software used. To
successfully complete an instructional design project of this scope, one of the
most important skills needed to be mastered is project management. Flowchart or
storyboarding the process is crucial because time was one of the most valuable
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resources. Planning and time management were a constant challenges during the
development phase.
A functional proficiency of Articulate Storyline was necessary. It required the
ability to:
Create and manipulate images.
Import and edit audios
Import and edit videos.
Timeline and Progress Report
Timeline
The steps in the process of developing the project are outlined as the following.
Analysis of current performance level…………………………….August 1, 2013
Design document of the project…………………………………..August 11, 2013
Outline learning objectives and formulating quizzes…………September 15, 2013
Capstone prototype development……………………………...November 05, 2013
Complete the development of the capstone design……………November 12, 2013
Assess the quality of the capstone project…………………….November 21, 2013
Present completed capstone project……………………………December 17, 2013
Major Deliverables
Capstone Final Report (Hard copy & on CD)
Final Capstone Project (on CD)
Capstone one page summary
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Evaluation
Formative evaluation
Formative Assessment is part of the instructional process. When
incorporated into classroom practice, it provides the information needed to adjust
teaching and learning while they are occurring. In this sense, formative
assessment informs the designer about learner understanding at a point when
appropriate adjustments can be made. These adjustments help to ensure
achievement of learning goals within a set time frame.
A full-scale formative evaluation for the module was completed in
November. The evaluation included pre-test and post-test survey created on
Google Forms. Please refer to Appendix A for the survey provided to the test-
subjects for receiving feedback as a form of formative evaluation. The test-
subjects selection based on the duty position in their respective organizations:
Two were DLI instructors in two different locations outside the Presidio of
Monterey, one was in North Carolina, and the other one was in Colorado. The
other four were at the Presidio of Monterey; one of them was a certified OPI
tester.
After agreeing to participate in the evaluation process, the test-subjects
were sent an email with links of the survey and the tutorial itself. They were asked
to offer their feedback on the design, structure, functionality, comprehensiveness,
and applicability of the tutorial content. The evaluation form consisted of a series
of questions on each criterion, with Likert scale rating from 1-5 (1. Strongly
Agree. 2. Agree. 3. Neutral. 4. Disagree. 5. Strongly Disagree).
After analyzing the results of the evaluation, the following was concluded.
The course materials were well organized and designed in scope and
applicability of the content.
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The organization and layout of the design were easy to follow. Navigation
is easy, and all links and buttons worked properly.
The concepts were delivered in a clear manner. The structure and
organization of the module is solid.
The objectives of training were met.
The following improvements were introduced based on the revisions resulting
from the survey feedback.
Rewording certain phrases for more clarity
Changing the font and color of some words and phrases for easier
processing and as a means to better accommodate visual learners.
Setting the length of time for some slides and some sentences as they
appear on the screen was achieved through the feedback.
Conclusion
The knowledge acquired in the MIST program helped to formulate a new
approach to instructing DLI teachers about the basics of OPI in a short period of
time. Using this method, beta testing it, and continuously revising it has proved
the effectiveness of the training. The method is one that aims to achieve a
competency that is not OPI certification but rather utilizes those basic components
to make a template to which teachers could refer to it when conducting speaking
tests.
What has been learned from the project?
The MIST program has allowed the designer to translate teaching skills,
which have been acquired over the last five years as an adult educator, into a more
structural and organized approach. The designer was able to grasp the
methodology and theories behind the many layers of the instructional realm, and
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further was able to learn more ways to deliver knowledge to varying learner types
using different medium for conveying the information. Without the MIST
program, it would not have been possible to structure the knowledge in a way so
that it is more flexible and adaptable to a varying audience. The scope of teaching
methods has expanded tremendously, and the power of the inclusion of
technology in instruction has been evident throughout the entire process.
Learning the instructional design process has greatly increased the ability
to design, create, and develop instructional materials for use in either a classroom
environment, or a web-based application. Creating this project required learning a
new design process, new technical skills and software program, as well as
applying the principles of adult learning to a real world environment.
Future of the project
A summative evaluation of the training will be conducted by the academic
specialists in the School of Middle East III, within two to three months after
publishing the module on the school’s website. Analysis of the results and user
feedback will determine if any changes or modification in the design or content
need to be implemented. A possible course of action for this project in the future
is the inclusion of more proficiency speaking levels. Such incorporation will aid
the teachers to increase the students’ proficiency by posing tasks from the next
higher levels.
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Appendices
Appendix A
Pre-OPI Online Training Survey
I would like you to participate in a survey and usability test conducted by Ehab
Khalaf. The purpose of this research is to evaluate the effectiveness of an
instructional prototype on OPI training. Your constructive feedback on the e-
learning module prototype will contribute to improving and developing the final
outcome of the e-learning module.
If you decide to participate in this research, you will be asked to do the following:
Answer pre-survey questions, online training, and post-survey. The entire process
will take between 30-45 minutes to complete.
Are you motivated to use an e-learning module for training purpose?
Yes
No
Undecided
Degree of comfort in learning from an online training?
(1 being the lowest. 5 being the highest)
1. 2. 3. 4. 5.
Would you invest your time to learn from an online course?
Yes
No
Undecided
Years of experience at DLI
1-5
6-10
10+
Are you a certified OPI tester?
Yes
No
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Appendix B
Post-Online OPI Training Survey
The purpose of the post-survey is to assess the effectiveness of the presented
material throughout this course in terms of content and structure.
1. Strongly Agree. 2. Agree. 3. Neutral. 4. Disagree. 5. Strongly Disagree
The training meets the course objectives
Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree
The concepts were delivered in a clear manner
Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree
The organization and layout of the design were easy to follow
Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree
Technology was well integrated into the course
Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree
I will be able to apply what I have learned in this training to my job
Strongly Agree 1. 2. 3. 4. 5. Strongly Disagree
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Language Institute Retrieved June20, 2013 from
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Gredler, M.(2009). Learning and instruction: Theory into practice. 6th
edition.
siggs, T.)2011(. Oral proficiency testing and its significance for practice.
vol XX I , no 4.
Salberry, R.)2001(. Revising the rivesd format of ACTFd oral proficiency
interview.