Using Instructional Technology to Integrate CEFR 'Can Do' Performance Objectives into an Advanced-Level Language Course
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| Title: | Using Instructional Technology to Integrate CEFR 'Can Do' Performance Objectives into an Advanced-Level Language Course |
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| Language: | English |
| Authors: | Burston, Jack, Athanasiou, Androulla, Neophytou-Yiokari, Maro |
| Source: | Research-publishing.net. 2016. |
| Availability: | Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2016 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Foreign Countries, English for Academic Purposes, Majors (Students), Course Descriptions, College Freshmen, Advanced Courses, Second Language Learning, Second Language Instruction, Behavioral Objectives, Linguistic Competence, Internet, Guidelines |
| Geographic Terms: | Cyprus, Europe |
| Abstract: | The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes of demonstration is English for Rehabilitation, an English for Specific Academic Purposes (ESAP) course offered at the Cyprus University of Technology. It is a two-semester compulsory subject for first-year students majoring in Rehabilitation Sciences, a Health Faculty discipline. The ultimate goal of the course is to increase students' linguistic competence to allow them to function professionally in English as independent learners in all four skills: listening, reading, speaking and writing. It will be shown how Internet resources, in particular YouTube and various Google applications (Google Drive, Google Docs, Google Scholar, Google Slides, Hangouts) are used to provide and organise online content as well as to support students in the production of written and oral materials based on discipline-specific input. [For the complete volume of short papers, see ED572005.] |
| Abstractor: | As Provided |
| Number of References: | 1 |
| Entry Date: | 2017 |
| Accession Number: | ED572032 |
| Database: | ERIC |
| Abstract: | The purpose of this presentation is to show how instructional technology can be exploited to effectively integrate Common European Framework of Reference (CEFR) "Can Do" performance objectives (Council of Europe, 2001) into the syllabus and assessment of an advanced (B2) level course. The particular course that will be used for purposes of demonstration is English for Rehabilitation, an English for Specific Academic Purposes (ESAP) course offered at the Cyprus University of Technology. It is a two-semester compulsory subject for first-year students majoring in Rehabilitation Sciences, a Health Faculty discipline. The ultimate goal of the course is to increase students' linguistic competence to allow them to function professionally in English as independent learners in all four skills: listening, reading, speaking and writing. It will be shown how Internet resources, in particular YouTube and various Google applications (Google Drive, Google Docs, Google Scholar, Google Slides, Hangouts) are used to provide and organise online content as well as to support students in the production of written and oral materials based on discipline-specific input. [For the complete volume of short papers, see ED572005.] |
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