Language Centre

Module Handbook:

LANG1420 – Academic English and Study Skills

Foreword.

1. Module Outline

2. Module Specification (description)

3. Grading Criteria

4. EFL Attendance Policy

5. Submissions and Class Test Arrangements

6. Moderation

7. Module Feedback

Foreword.

Well done choosing a module in EFL, as part of your credit-rated modules for this year,

and welcome to Worcester Language Centre.

This handbook contains all the information you require in order to do well in the module

you have chosen, and perhaps think about following up with more study in languages.

Your module tutor is your first point of reference, and you should always raise concerns,

ask for further clarification and keep your tutor informed of any problems you encounter,

whether academically, in terms of attendance, scheduling work, or any other difficulties

you are having

Additionally, the Centre has an administrator, Heather Brinkworth,

h.brinkworth@worc.ac.uk, to whom you should address any administrative enquiries. Her

office is in Jenny Lind – JLG004. You can also feel free to contact me if you feel that a

problem can’t be resolved by your tutor. My office is Jenny Lind – JLG005 and my e mail

is: j.hankinson@worc.ac.uk.

I hope you will enjoy your EFL module, and that it will give you both pleasure and

additional skills relevant to your working life.

Good luck with your studies.

John Hankinson,

Head of the Language Centre.

1.

LANG1420

Academic English and Study Skills

Module Outline

This module aims to provide support for international exchange students and undergraduate

students whose first language is not English. It has been designed for those who need to

develop the language skills required for studying in Higher Education in the U.K. The module

introduces and gives practice in the conventions, features and style of written Academic

English. It also provides training in a range of study skills required at undergraduate level and

strengthens the development of effective learning strategies and learner independence. The

module is made up of two complementary strands of equal weighting. Strand A is Academic

English; Strand B is Study Skills.

Learning Outcomes

On successful completion of the module, students should be able to:

1. Construct a coherent written argument, with an appropriate level of grammatical accuracy, demonstrating application of the conventions, features and style of academic writing.

2. Employ a range of reading strategies and skills to read efficiently and critically, comprehend both explicit and implied information and demonstrate the skills of summary, paraphrasing and synthesis at an appropriate level.

3. Communicate fluently, both orally and in writing, using a register and range of lexis suited to the task.

4. Demonstrate a degree of proficiency in the pronunciation and intonation patterns and discourse features of spoken English, and recognise a variety of regional accents.

5. Utilise a range of study skills, commensurate with undergraduate level of study, to enhance their learning, make their study methods more effective, develop their expertise in using research methods, and increase their independence as learners.

Content

Strand A: Academic English This strand will examine the processes of essay and report writing, and explore structure,

academic style and features of academic writing such as citation skills. Grammatical

knowledge will be consolidated through the writing process. There will be a strong focus on

the extension of academic vocabulary. Strand B: Study Skills This strand will begin by examining learning styles and preferences so that key study

strengths can be identified and individual learning targets set. Effective time management

techniques will be explored. Critical reading skills will be developed and text structure, bias,

surface and implied meaning will be examined. The techniques of summary, paraphrase and

synthesis will be studied. A research project will provide the opportunity to develop skills in

research methods, such as questionnaires and interviews, and give practice in analysis of

research findings.

Mode of Module Delivery

Weekly sessions across 12 weeks, or equivalent.

Learning and Teaching Activities

Sessions are delivered in seminars with a focus on group and pair work. Supported

independent work is carried out in the language laboratory and self-access room and through

Blackboard.

Class contact time: 3 hours per week x 12 weeks. Students will be expected to contribute an

equal number of hours in their independent study.

Use of Learning Technologies

E-learning, including use of online multimedia content, will be used to support the

workshops and seminar delivery of course content. VLE/Blackboard will be used for

students to view Lesson notes and assignments, and do personal study into the background

of the subject.

Attendance Policy/requirement

In order for students to make good progress throughout the module, they are expected to

attend all timetabled sessions. It is the policy of the Language Centre that attendance at all

sessions is mandatory and that attendance will be monitored. Attendance at each

seminar/workshop session is mandatory as active participation, observation and reflection

form an integral aspect of this module and the assessments. In addition, work done during

some sessions will form part of the coursework assessment.

If you cannot attend a class for unavoidable reasons, you are expected to email the module

tutor with an explanation within 6 days in order to request authorisation. Students who

accrue more than 2 unauthorised absences may not be able to pass the module.

Assessment details

Sample Assignments

Write a report on which of the local supermarkets best satisfies the needs of students. Use questionnaire or interview to obtain primary data.

An oral presentation, of about 10-15 minutes, on varying methods of learning and teaching in different countries or specific festivals / cultural customs from the student’s own country.

In order to pass the module, students are required to achieve D- overall from aggregated

marks.

Plagiarism

Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone

else’s work – whether that of a published author, an Internet site contributor, or a fellow

student – and passing it off as your own.

Since a fundamental purpose of a degree course is to develop your ability to think and argue

for yourself while organising and presenting research/secondary reading, plagiarism is a very

serious offence – but the plagiariser is likely to be the chief victim.

Plagiarism may arise through careless note-taking. Make sure that you keep a clear record of

the source of any notes, photocopies or down-loaded material. Make sure that your notes

distinguish between verbatim material and your own summaries of the point or argument – but

remember, whichever you use, you must still acknowledge the source

It is all too easy to copy and paste material from the Internet into an assignment – but it is also

very easy to track down that material using an ordinary search engine like Google or the more

specialised ones now available to UW staff. Remember, Internet sources must be

acknowledged in the same way as print material (see the appropriate section in your Subject

Handbook).

Set Text

There is no set text to purchase for this module. For recommended reading, see Aspire

reading lists.

Summative

Assessment Items

Indicative

Word Limit or

equivalent

(e.g. time)

Weighting Learning

Outcomes

Assessed

Anonymous

Marking

1. A research report

using primary data

2,000 words 60% 1, 2, 3, 5 No

2. An oral

presentation,

followed by a written

self-evaluation piece

10-15 minutes

approx., plus

500 words

40%

3, 4,5

No

2.

MODULE SPECIFICATION

Module Code and

Title

LANG1420 – Academic English and Study Skills

Institute WBS

Location of

Teaching

University of Worcester

Subject: Effective Study for International Students

Module Leader Penny Dinezos Golightly

Module Type BA/BSc

Module Level and

Credits

Level 4 – 15 credits

Mode of Delivery Weekly sessions across 12 weeks, or equivalent.

Module Status in

Relation to

Courses

Mandatory for:

Optional for:

BA/BSc (Hons) All Courses (Single/Major/Joint/Minor)

Pre-requisites For students whose first language is not English

Co-requisites None

Restrictions and

Excluded

Combinations

None

Short Module

Descriptor

This module is for undergraduate students who are non-native speakers of

English. The module is divided into two strands: academic English and study

skills. You should be at an intermediate/Upper Intermediate level in your

English. The academic strand will help you to develop the language skills that

you need to study effectively here at the university, by giving you practice in

the conventions, features and style of written academic English. You will also

learn how to extend your academic vocabulary. The study skills strand

provides training in a range of study skills you need at undergraduate level

and helps you develop effective learning strategies and learner

independence. This module is taught in a lively, communicative way and you

will be expected to participate in pair and group work activities.

Intended

Learning

Outcomes

On successful completion of the module, students should be able to:

1. Construct a coherent written argument, with an appropriate level of grammatical accuracy, demonstrating application of the conventions, features and style of academic writing.

2. Employ a range of reading strategies and skills to read efficiently and critically, comprehend both explicit and implied information and demonstrate the skills of summary, paraphrasing and synthesis at an appropriate level.

3. Communicate fluently, both orally and in writing, using a register and range of lexis suited to the task.

4. Demonstrate a degree of proficiency in the pronunciation and intonation patterns and discourse features of spoken English, and recognise a variety of regional accents.

5. Utilise a range of study skills, commensurate with undergraduate level of study, to enhance their learning, make their study methods more effective, develop their expertise in using research methods, and increase their independence as learners.

Indicative

Content

Strand A: Academic English

This strand will examine the processes of essay and report writing, and explore structure, academic style and features of academic writing such as citation skills. Grammatical knowledge will be consolidated through the writing process. There will be a strong focus on the extension of academic vocabulary.

Strand B: Study Skills This strand will begin by examining learning styles and preferences so that key study strengths can be identified and individual learning targets set. Effective time management techniques will be explored. Critical reading skills will be developed and text structure, bias, surface and implied meaning will be examined. The techniques of summary, paraphrase and synthesis will be studied. A research project will provide the opportunity to develop skills in research methods, such as questionnaires and interviews, and give practice in analysis of research findings.

Summative Assessment

Summative Assessment Items

Indicative Word Limit or equivalent (e.g. time)

Weighting Learning Outcomes Assessed

Anonymous Marking

1. A research report using primary data

2,000 words 60% 1, 2, 3, 5 No

2. An oral presentation, followed by a written self-evaluation piece.

10-15 minutes approx.,

40%

3, 4,5

No

plus 500 words

In order to pass the module, students are required to achieve D- overall from aggregated marks. Attendance at each seminar/workshop session is mandatory as active participation, observation and reflection form an integral aspect of this module and the assessments. Students who accrue more than 2 unauthorised absences may not be able to pass the module.

Sample

Assignments for

summative

assessment

Write a report on which of the local supermarkets best satisfies the needs of students. Use questionnaire or interview to obtain primary data.

An oral presentation, of about 10-15 minutes, on varying methods of learning and teaching in different countries or specific festivals / cultural customs from the student’s own country.

Formative

Assessment

Strategy and

examples of

formative

assessment

Formative assessment is provided through in-class activities, discussion and

feedback. A draft stage for the report task offers formative feedback.

Formative feedback is provided through in-text annotation of the draft report, tutorials, and in-class commentary.

Learning and

Teaching Strategy

Whole group teaching, workshop style, with focus on small group and pair activities, directed individual and collective tasks, directed self-study and e-learning carried out through the VLE, with a particular emphasis on a communicative approach.

Learning and

Teaching

Methods

Activity type Number of weeks and hours/days Total

Class seminar 3 hours per week x 12 weeks 36

Independent study 8 hours per week x 12 weeks 6 hours per week x 3 weeks

114

TOTAL 150

Attendance Policy

/Requirement

In order for students to make good progress throughout the module, they are expected to attend all timetabled sessions. Students who accrue more than 2 unauthorised absences may not be able to pass the module.

Date Module

Specification

Approved

February 2009

Date and Record

of Revisions

April 2010: reformatted. March 2011: module revision, and updated to latest

template. Aug 2012: updated to latest template. May 2016: updated to latest

template.

Resource list

information

The resource list for this module can be accessed at:

https://worc.rl.talis.com/lists/79270E3D-03D0-31D0-5A17-

447005E7DB5A.html

3.

Grading criteria of assessments for the LANG EFL modules in the Language Centre

Tests are marked on a scale of 1-20, with corresponding grades A - E

Grade D- (8) and above are pass levels.

The marking criteria are based on the outcomes. Each piece of assessed work has

specific marking criteria as detailed below.

N.B: Sometimes, particular aspects of the work submitted, where very good or bad

qualities are displayed, may result in a grade being awarded which is

disproportionate to the general statements listed below.

LANG1420 Research Report Grading Criteria

A+ A A- B+ B B- C+ C C- D+ D D- E Fail

Questionnaire/Interviews

Questionnaire/Interview is very well-designed, shows excellent consideration of what data will be generated. Questions cover all aspects of subject. Format looks very good and questions are easy for respondents to answer. Good range of question types used. Length of questionnaire is appropriate.

Questionnaire/Interview is well-designed, shows good consideration of what data will be generated. Questions cover most aspects of subject. Format looks good and questions are mostly easy for respondents to answer. Range of question types used. Length of questionnaire is appropriate.

Questionnaire/Interview is fairly well-designed, shows some consideration of what data will be generated, but may not fully cover all aspects of subject. Format is OK and questions are fairly easy for respondents to answer. Some range of question types used. Questionnaire may be slightly too long or too short.

Questionnaire/Interview is poorly-designed, shows poor consideration of what data will be generated. Covers only some aspects of subject. Format is inconsistent and questions may be difficult for respondents to answer. Little range of question types used. Questionnaire is too long or too short.

Questionnaire/Interview shows no consideration of what data will be generated. Main aspects of subject not covered / questionnaire shows obvious gaps in data. Format is very poor, questions are confusing for respondents to answer. No range of question types used. Questionnaire is too long or too short.

Analysis of findings in well-structured report

Report is very well-structured, well-organised with appropriate sections, and coherent. Report shows excellent analysis of data, interpretation of results and logical conclusion is drawn.

Report is well-structured, well-organised with appropriate sections, and mostly coherent. Report shows good analysis of data, interpretation of results and logical conclusion is drawn.

Report is fairly well-structured and organised and mostly coherent. Report shows some good analysis of data in parts, but other parts simply describe rather than analyse. Some interpretation of results, and a conclusion is

Report shows some evidence of structure and organisation but may be wrong in parts. Some analysis is shown, but analysis is weak, more description than analysis. Little interpretation of results. Conclusion is unclear. Report

Report is very poorly- structured; disorganised and incoherent. Report shows little/no analysis of data, no interpretation, and conclusion is not drawn or illogical. Report is significantly outside the word limit.

drawn. is outside the word limit.

Presentation of findings

All findings are presented extremely clearly, using a range of ways to display the data.

Findings are presented clearly, using 1 or 2 different ways of presenting the data.

Some of the findings are presented clearly, others may be slightly confusing or unclear.

Poor /limited presentation of findings. Mostly confusing or unclear to the reader.

Findings are not presented clearly or are presented in 1 form only, or very limited presentation of findings. Very confusing for reader.

Style

Style is wholly appropriate to the task.

Style is mostly suitable to the task despite some minor lapses.

Shows awareness of appropriate style but a number of lapses.

Shows little awareness of style. Style is mostly inappropriate to the task, although some parts may be suitable.

Style is wholly inappropriate to the task.

Accuracy and range of grammar and vocabulary

Excellent level of accuracy. Wide range of appropriate structure and vocabulary used.

Good level of accuracy. Range of appropriate structure and vocabulary used.

Reasonable level of accuracy. Some variety of structure and vocabulary used.

Poor level of accuracy. Little variety of structure and vocabulary used.

Very poor level of accuracy. Very limited variety of structure and vocabulary used.

LANG 1420 Oral Presentation Grading Criteria

A+ to A- B+ to B- C+ to C- D+ to D- FAIL

Quality of subject knowledge and understanding

Shows a

very high

level of

understandin

g and

knowledge of

the subject.

Shows good

understandin

g and

knowledge of

the subject.

Shows

understandin

g and

knowledge of

the subject.

Shows little

understanding and

knowledge of the

subject.

Shows no

understanding and

knowledge of the

subject.

Evidence of well-focussed research

Clear

evidence of

very in-depth

and relevant

research.

Clear

evidence of

research but

research

may not be

appropriately

focussed.

Some

evidence of

research, but

also some

content

based on

personal

experience/

anecdotal

evidence.

No clear evidence

of research.

Content appears to

be based on

personal

experience/anecdot

al evidence rather

than research.

No clear evidence

of research.

Content is

inaccurate/anecdot

al with no factual

basis.

Relevance to audience

Highly

relevant to

the

audience.

Relevant to

the audience

Relevant in

some parts

to the

audience.

Very little relevance

to the audience.

No relevance to the

audience.

Appropriateness of language to the audience

Tailors the

register and

vocabulary to

the audience

highly

effectively

Tailors the

register and

vocabulary

effectively to

the audience

and defines

Tailors the

register and

vocabulary to

the audience

to some

degree and

Little tailoring of

register and

vocabulary to the

audience and

limited definition of

Does not tailor the

register and

vocabulary. Does

not define

terminology.

Non-verbal communication

Highly

appropriate

use of

gesture, eye

contact,

movement,

posture, and

facial

Appropriate

use of

gesture, eye

contact,

movement,

posture, and

facial

Some use of

appropriate

gesture, eye

contact,

movement,

posture, and

facial

Little use of

appropriate gesture,

eye contact,

movement, posture,

and facial

expression.

No use of

appropriate gesture,

eye contact,

movement, posture,

and facial

expression.

and defines

terminology

extremely

well.

terminology

well.

defines some

terminology.

terminology.

Structuring of presentation

Extremely

well

structured

with clear

introduction,

purpose,

outline, body

and

conclusion.

Highly

effective

cohesion.

Well

structured

with

introduction,

purpose,

outline, body

and

conclusion.

Effective

cohesion.

Some

structure

evident with

some

division

between

parts of the

presentation.

Some

cohesion.

Little evidence of

structure with very

little division

between parts of

the presentation.

Little cohesion.

No evidence of

structure with no

division between

parts of the

presentation. No

cohesion.

Keeping to time limit

Exactly

within the

time limit set.

Marginally

outside the

time limit set.

Somewhat

outside of

the time limit

set.

Considerably

outside the time

limit set.

No regard for the

time limit set.

Ability to work in a pair/group

Pair/group

co-operate

excellently

together.

Content and

delivery are

shared

appropriately

with very

good

integration

between

pair/group.

Pair/group

co-operate

very well

together.

Content and

delivery are

mostly

shared

appropriately

with good

integration

between

pair/group.

Pair/group

show some

co-operation

but content

and delivery

may be

unequal in

parts.

Integration is

shown in

parts.

Pair/group show

limited co-

operation.

Content/delivery

may be unequal in

parts and/or

delivered as if two

separate

presentations.

Pair/group show

little/no co-

operation. Little/no

integration

between

individuals/

individuals

contradict each

other.

Voice:

Projection

Intonation

Clarity

Pace

Projects

voice with

variety of

volume

extremely

well, with

excellent

intonation

patterns,

very clear

pronunciatio

n and

outstanding

variety of

pace.

Projects

voice well

with good

variety of

volume, with

good

intonation

patterns,

clear

pronunciatio

n and good

variety of

pace.

Projects

voice with

some variety

of volume

with

reasonable

intonation

patterns,

some clear

pronunciatio

n and some

variety of

pace.

Little projection of

voice, slight variety

of volume, with poor

intonation patterns,

poor pronunciation

and little variety of

pace.

No projection of

voice, no variety of

volume, with

extremely poor

intonation patterns,

very poor

pronunciation and

no variety of pace.

expression. expression. expression.

Visual aids Extremely

effective

visual aids

that give

very high

level of

support to

the oral

content.

Effective

visual aids

that give

good level of

support to

the oral

content.

Visual aids

that give

some

support to

the oral

content.

Some visual

aids distract

the

audience.

Very few effective

visual aids. Or

visual aids mostly

distract the

audience.

No visual aids used.

Or they completely

distract from the

oral content.

Grammar and vocabulary

An extremely

high level of

grammatical

accuracy

and wide

range of

structures.

An extremely

wide range

of

vocabulary.

A high level

of

grammatical

accuracy

and a good

range of

structures. A

good range

of

vocabulary.

Some

grammatical

accuracy

and range of

structures. A

range of

vocabulary.

Poor grammatical

accuracy and

limited range of

structures. A limited

range of

vocabulary.

Extremely poor

grammatical

accuracy and very

limited range of

structures. A very

limited range of

vocabulary.

Written reflective analysis of the task

A highly

analytical

analysis of

the task with

full

awareness

of strengths,

weaknesses

and areas

for

improvement

. Excellent

observation

and

reflection on

key features

of other

presentation

s.

A good

analytical

analysis of

the task with

a good

awareness

of strengths,

weaknesses

and areas

for

improvement

. Good

observation

and

reflection on

key features

of other

presentation

s.

Some

analytical

analysis of

the task with

some

awareness

of strengths,

weaknesses

and areas

for

improvement

. Some

relevant

observation

and

reflection on

aspects of

other

presentation

s.

Little analytical

analysis of the task

with slight

awareness of

strengths,

weaknesses and

areas for

improvement. Little

relevant observation

and reflection on

aspects of other

presentations.

No analytical

analysis of the task

with no awareness

of strengths,

weaknesses and

areas for

improvement. No

relevant observation

on aspects of other

presentations.

4.

Attendance policy for English as a foreign language modules.

In order for you and the other students to make good progress throughout the

module, you are expected to attend all timetabled sessions.

In most sessions you will be expected to work in pairs and groups to practise the

language skills you are developing. If you miss a week, then not only you but other

students will find it difficult to make the required progress.

If have more than two (2) unauthorised absences during the semester, your grade for

the module can be recorded as non-attendance (NA). Non-attendance must be

reported by you to your tutor by e mail within six days of any missed session, if there

is just cause for your being absent. The tutor will then consider the reasons for

absence and inform you in writing whether your reasons are acceptable. You may be

required to produce documentary evidence to support your reasons for absence,

which may include a doctor’s certificate.

5.

Submission of Assessment Items and class test arrangements

Submission dates are indicated in each module calendar published at the start of

each semester on Blackboard. They must be adhered to since degree level work

involves learning how to organise your own work satisfactorily.

All course work due in during normal teaching weeks must be handed to the Module

Leader by the allotted time and date of the deadline. If the Module Leader is not

available at the deadline for submission, and work is delivered to the LC

administrator in JLG004 instead, the student must obtain a receipt as proof of

submission.

Assessment items for these weeks will not be accepted by post unless, in

exceptional circumstances only, this is agreed by the Module Leader in advance.

The item of coursework will then be date stamped and distributed to the named tutor.

You must keep a copy of your work in the unlikely event of your original work being

mislaid.

Electronic submission of coursework

It is the student’s responsibility to keep a digital backup of all work submitted. No

work should be submitted if the storage device (e.g. CD, tape) submitted contains

the only version. Loss of data will not be accepted as a valid reason for a non-

submission of assignment.

If a storage device (e.g. CD, memory stick or DVD), or a file thereon, cannot be

opened on a Digital Arts Centre computer, the work will be graded as a non-

submission. This will score a fail grade. Please check all submissions on storage

devices, to ensure that the examiners can open them.

Submission Deadlines and Late Work

If you submit work within 5 five days of the deadline date, your work will be marked

but will be capped to the minimum pass mark. Please note that you must submit

work within 5 actual days of the deadline date NOT working days. Work handed in

after the deadline date that is marked on a pass/fail basis, or reassessment will not

be marked.

All work submitted later than 5 days will be graded ‘L2’ and will not be marked.

You are expected to submit work. If you have mitigating circumstances preventing

you from meeting the deadline you should submit a claim by the appropriate date.

You will be expected to provide evidence to demonstrate mitigating circumstances

for the period immediately leading up to the assessment and in addition demonstrate

if the work is not submitted, why it was not possible to submit the coursework within

14 days of the deadline.

If you submit the work within 14 days of the due date and successfully claim

mitigating circumstances, your work will be marked as if on time.

Late assignments should be handed in between 9.00 and 5.00 to the Language

Centre Administrator, Heather Brinkworth in Room JLG004.

PLEASE NOTE: Non-submission of assessment items will result in failure of the

module with no right of reassessment. This means that you will need to retake the

module.

For further details on the University submission regulations see Undergraduate

Regulatory Framework.

Mitigating Circumstances

These are defined as exceptional circumstances, outside of your control, that have

affected your academic performance.

The following represent grounds for the submission of a claim:

• Serious illness

• Serious illness of partner, relative or friend

• Bereavement

• Excessive employment demands which were substantial and temporary (part-time

students only)

Claims of exceptional mitigating circumstances should be submitted on the mitigating

circumstances form before results are considered by the Board of Examiners and

before the published deadline.

Information on how to submit a claim of mitigating circumstances can be found via

your SOLE page in the “My Course Details” tab. Full procedures and regulations

regarding mitigation can be found on the Registry Services website.

Cheating

Cheating is a serious offence and takes many forms including:-

• Plagiarism – passing off the work of someone else as it if is your own.

• Collusion – working closely with someone else to produce an assignment that is

meant to be the work of an individual.

The Internet is frequently used to download material to use in assignments. The

University deals severely with students who cheat and penalties extend to

suspension and withdrawal for a second (or particularly serious first) offence. The

University provides information on how to avoid plagiarism.

In order to avoid an allegation of cheating make sure that you follow guidance on

conventions for referencing and for use of quotations. If you are in any doubt, check

with your tutors who will be happy to advise you.

The University has set procedures for investigation of cases of alleged cheating. In

the event that an allegation is made, you should familiarise yourself with these

procedures.

6.

Moderation

WLC modules will be moderated in line with the University Assessment Policy’s

guidelines, including the guidelines on sample sizes for internal and external

moderation.

In line with University policy, for all EFL modules there will be a Module Moderation

Group which will ensure that, over time, work from each module and each tutor is

examined to identify areas of good practice and areas needing attention. The

comments of the Module Moderation Group should be considered (alongside

comments from the External Examiner) by Course Team meetings, and reported in

the Course’s Annual Evaluation Report and to the next meeting of the Subject’s

Board of Examiners.

7.

Module Feedback:

During your Language Centre module, you will be invited to give feedback on your

level of satisfaction with your study experience and the extent to which your learning

needs are being met. The mechanisms used for this include the following:

• Module evaluation - At any point during the module you will have the opportunity to

feedback to your module tutors. At the end of the module you will be asked to

formally feedback your comments (usually via a questionnaire). This feedback is

anonymous and is intended to give your tutors an insight into how to make

improvements in the future to that module or their individual ‘teaching’ style.

• Through Module Representatives. Their role is to gather your opinions about your

learning experience and the learning resources available to you and to feed these

back to tutors, external examiners and assessors, if required. The module

representatives are members of the Course Committee.

• Course (EFL modules) Committees - The committee comprises the student

representatives, module tutors and support staff from the University of Worcester.

Meetings take place once per semester (usually in week 10). An agenda will be

issued in advance so that representatives can canvass opinion. The record of the

meeting will be kept and will feed into the annual monitoring process, so that your

views are fed up through the University of Worcester to Academic Board. The

module leader writes a module report for the course leader, which is available to

future students on Blackboard.

•Tutors and course leaders - If you have specific issues relating to academic matters,

you should raise these, in the first instance with the relevant tutor and/or course

leader. John Hankinson j.hankinson@worc.ac.uk is course leader, for EFL modules.

• Academic Tutor System - Your academic tutor is your main point of feedback for

views on pastoral and personal development issues.

• Complaints - Full details of student complaints procedures can be found in the

university academic regulations here: Students Complaints Procedures

• Academic Appeals - Full details of procedures to make an appeal can be found in

the university academic regulations here: Student Academic Appeals Procedures.

Feeding back your views and opinions:

Appeals and Complaints

Sometimes things do go wrong. In most cases matters can be resolved quickly and

informally at a local level. However, if you continue to be dissatisfied with the

response then you should make an academic appeal or a complaint.

If you are appealing against an academic decision, you should follow the Student

Academic Appeals Procedures. You will find details there of how to challenge a

decision.

The Students Complaints Procedures are designed to complement the Appeals

Procedures and will consider any other subject relating to the student experience.