013 Tyler Delta3 YL 0617

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Delta Module Three
Statement of originality
Plagiarism is defined as submitting as one's own work, irrespective of intent to deceive, that which derives in part or in its entirety from the work of others without
due acknowledgement. It is both poor scholarship and a breach of academic integrity.
University-wide statement on plagiarism (2011), retrieved 24.10.2014 from:

http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html
I confirm that I have read and understood the University of Cambridge definition of plagiarism. I confirm that this submission is my own work and that all sources
used are properly referenced.
Name Lisa Jane Tyler
Date 12 June 2017
Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

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Delta Module Three
Lisa Jane Tyler

Young Learners
Teaching EFL to Teenagers in Spain

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Candidate: 11227
Centre: 013 (University College London)
Word count (Microsoft Office 2013): 4496

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Contents
1. Introduction 5
1.1 Why this specialism? 5
1.2 Key Issues

1.21 Features 5
1.22 Neuroscience 6
1.23 Cognitive Development 6
1.24 From Social Constructivism to SLA 7
1.25 Varied Learners 7
1.3 Implications 7
2. Needs Analysis 8
2.1 Objective NA (ONA) 8
2.1b Subjective NA (SNA) 8

2.1c Nominal Group Technique (NGT) 8
2.1d Questionnaire 8
2.2 Subjective NA (SNA)
2.2a Nominal Group Technique (NGT) 9

2.2b NGT Results (Appendix 2) 10
2.2c Questionnaire (Appendix D) 11
2.2d Questionnaire Results (Appendix 2) 11
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2.3 Diagnostic Test 12

2.3a Monitored Roleplay 12
2.3b Results 13
3 Course Proposal 13
3.1 Goals and Objectives 13
3.2 Learner Centred Design (LCD) 15
3.3 Approaches: TBL and Learner Autonomy (LA) 15
3.4 Content 16
3.5 Constraints 17

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4 Assessment 18
4.1 Benefits of Assessment Methods 18
4.2 Assessment Summary Table 19
4.3 Evaluation 21
4.4 Reliability and Validity: Shortcomings 21
5 Conclusion 22
5.1 Links: Implications and Course Proposal 22
5.2 Benefits 22
5.3 Limitations 22
References 23
Appendix 1: Course Proposal 27
Appendix 2: Needs Analysis and Results 35
A. SNA- NGT 35
B. SNA - Opinions and Feelings 36
C. SNA – Activities 37
D. SNA – Topics 38
E. DT (Roleplay) Summary Results Table 39
F. Diagnostic Tests: Table of Assessment Criteria (Monitoring Notes Summary) 40
G. Diagnostic Test (Roleplay) Assessment Notes 41
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Appendix A: Focus Group Board Work (Results and Scores) 43

Appendix B: Focus Group Sample Student Notes (Brainstorm, Step 2) 44
Appendix C: Focus Group Sample Voting Form (Ranking, Step 4) 45
Appendix D: Completed Questionnaire Sample 46
Appendix E: DT (Roleplay – Lesson Outline/Notes) 50
Appendix F: DT (Speaking Assessment Tool) 51
Appendix G: Self-assessment Tool (for portfolios) 52
Appendix H: Course Evalution (suggested procedure) 53
Appendix I: Observation Driven Assessment Notes 56

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1. Introduction
1.1 Why this specialism?
My varied experience with young learners includes UK summer schools, full-immersion-style courses at Italian secondary schools, an NGO in Brazil, and two
secondary PGCE placements. I find teenagers (13-18 years) interesting, challenging and rewarding to work with. Thus deepening my knowledge of this specialism is
prudent both to secure a permanent position in this area and to enable me to perform to the best of my ability.
1.2 Key Issues
1.21 Features
Globally, teens are the biggest subpopulation of English language learners (Legutke, 2012) yet teaching methods vary widely. For example, teacher-centred grammar
translation methods prevail in Iranian state education (even into this century) contrasting with forward-thinking innovations in their private sector (Davari and
Aghagolzadeh, 2015). Another popular approach in schools is content-based learning (CBL), teaching subjects through English, rather than tackling it as a stand-
alone subject (Richards, 2015). Teachers have limited control over the curriculum, which is often dictated at institution or state level.
Teens are united by generally being obliged to attend, either by compulsory education or parents, which affects motivation and behaviour. From my observation
and experience I have noticed that teens often have (a) difficulty sustaining attention and (b) lack motivation. Most lack intrinsic motivation (learning for its own
sake) instead being extrinsically motivated, eg. attending to satisfy parents (Budden, 2003).
Teenagers are also transitioning from childhood to adulthood, an emotional time of doubt and anxiety. Constructing a new identity can be a tumultuous and
confusing process (Legutke, 2012) thus teens’ ‘disposition’ is very different from that of both younger and older learners (Richards, 2015). I have noticed teenagers
are (c) trying to establish independence and discovering the world so may want to escape school-like conditions and procedures. This can also contribute to (d)
challenging behaviour. Yet adolescents (like even younger learners) do still particularly (e) value praise and achievement.

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1.22 Neuroscience
Much of this is better understood with knowledge of the underlying biological processes (Gentile and Orue, 2012). Adolescents’ brains are still developing (continuing
into the 20s in fact) and many issues are attributable to changes occurring in the prefrontal cortex, the area of the brain that controls decision-making, including
balancing risks and rewards, reasoning and controlling impulses (Winters, 2008). The pre-frontal cortex is also involved with social interaction, self-awareness and
understanding others (Blakemore, 2012).
This knowledge elucidates why teens behave differently and have unique needs. An inability to focus on rewards of meeting long-term goals, combined with being
obliged to attend (1.21), clarifies likely reasons for a lack of motivation and limited attention span.
Gentile and Orue (2012) also state that various hormones in teens are stimulated through movement which helps to raise energy levels (citing Jensen, 1995). They
link this to the notion that most adolescents show a strong preference to kinaesthetic learning (citing Reid, 1987). An awareness of these factors not only indicates
how to engage teens but also helps teachers to appreciate that underlying causes of teen behaviour are biological, enabling a more benevolent attitude to behaviour
that could otherwise be difficult to understand. This corroborates my observation that teens (f) need to play and prefer kinaesthetic learning. Yet a balance may
be struck here, considering adolescents’ propensity to embarrassment and social awkwardness (1.24g).
1.23 Cognitive Development
Teachers must consider learners’ cognitive maturity and metalinguistic awareness (the ability to describe and reflect upon the process of language learning;
Lightbrown and Spada, 2006). Piaget’s stage theory suggests teens can start thinking in abstract ways and making logical deductions (the ‘formal operational stage’
which continues developing into adulthood). In reality, developmental stages are fluid and overlapping with no exact indication of what teens are capable of at
specific ages, nor how quickly they might develop (Lefrancois, 2000). Furthermore, the ability to understand metalanguage or grammar rules (for example) does not
necessarily indicate any interest in doing so. However, Piaget also emphasised that active experience and social interaction are essential for children’s learning (ibid)

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which supports my observation that (g) the importance of peers and social status at this age should not be underestimated (learners may have heightened fear of
failure or of losing face).

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1.24 From Social Constructivism to SLA
Social constructivism has been a ‘buzzword in school education and teacher training’ since the 1970s (Hua Liu and Matthews, 2005). Yet this understanding of
learning has also become a major part of SLA research (Kao, 2010). Social constructivist theories suggest learning occurs when interacting with others, indicating
that teens’ desire for social interaction in the classroom is worth catering for. I have observed that teens respond well to opportunities for (h) learning through
social interaction. An appreciation of the relevance and usefulness of social interaction in the classroom as a means to develop learners’ knowledge allows teachers
to justifiably align classroom activities with the wants and needs of adolescent English learners.
1.25 Varied Learners
Despite the above commonalities, many differences also exist, both between individuals of the same age and between a thirteen-year-old and an eighteen-year-old
(in terms of cognitive, social and physical development). Teachers must understand theories of learning and development as well as language acquisition to be able
to engage in age-appropriate teaching (Copland and Garton, 2016).
1.3 Implications
Drawing from different sources (Bongolan 2010; Legutke 2012; Richards, 2015) and my own experience, the following implications for teaching and learning are
identified in relation to the key issues stated above.
Implication Relevance to Key Issue

1.31 Make lessons relevant to Ensuring content is personalised engages learners...
learners’ interests and lives
1.32 Use kinaesthetic and Addresses learning needs for this age group (f, h)...
socially interactive learning ...thus

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1.33 Establish a
secure Primarily addresses potential behaviour issues (d). enhancing
Sets parameters within which learners can exercise attention levels
learning environment with
need for increasing independence (c). and motivation
clear boundaries Expectations are likely to include a reward system (e). (a, b),
As teens can be hypersensitive to losing face in front of consequently
peers (g) establishing ground rules is paramount. resolving
1.34 Facilitate autonomy Taps into desire to be independent and discover life potential
beyond schooling (c)... behavioural
within the classroom
issues (d)
1.35 Use authentic resources
or tasks
1.36 Set high expectations and Taps into desire for approval (e)...
attainable targets with prompt
feedback
2. Needs Analysis (NA)
NA involves collecting information on which to base a syllabus 'to meet the needs of a particular group of learners' (Tzotzou 2014, citing Iwai et al 1999). It identifies
gaps between learners' existing knowledge and skills, and those they need, also considering any contextual constraints (Graves, 2008).
2.1 Objective NA (ONA)
ONA collects factual data describing the learners (Fatihi 2003 citing Richterich 1983).
Current teacher’s report:

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What? School aims to develop speaking/increase global awareness using communicative methods.
Who? Seven bilingual (Spanish/Basque) pre-intermediate teenagers (ages 13-14). CBL at school (receptive skills stronger than productive).
Where? Small Spanish town (no English spoken).
When? Two lessons a week (one hour after school).
Why? Parents send them to improve general English. Teens motivation is extrinsic.
An alternative NA structure from Alderson 1980 (cited in Richards, 2001):
Need: Teacher report:

Formal Focus: speaking and fluency. Develop awareness of wider
(institutional demands) world. Spark curiosity/interest beyond their small town.
Actual/obligation No immediate need for English.
(what language is needed for)
Hypothetical future need May need English in future careers.
(longer term language needs)
Want (subjective needs) Parents make learners attend; only interested in games.
ONA identifies language needs but with no current use or immediate need for English, subjective NA may contribute more significantly to this course design.
2.2 Subjective NA (SNA)
SNA involves researching learners' motivation, attitudes, preferences etc. to establish a curriculum method (Brindley cited in Fatihi, 2003). To strengthen
reliability, I used two data collection tools.

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2.2a Nominal Group Technique (NGT Appendix A-C)
Summary procedure:
1) Question prompts group ('What is the best thing to do to learn English in lessons?')
2) Participants brainstorm activities individually
3) Group share/discuss ideas
4) Individually rank top five by allocating points
5) Discuss/compare outcomes
6) Students board ideas/scores for final result
(adapted from Porter, 2013; MacPhail, 2001)
NGT benefits:
● suits children of different abilities/levels (1.25)

● time efficient
● easy to facilitate
● maximises equal input from participants (1.23g)
● minimises adult influence (1.23h)
● capitalises on teenagers’ desire for independence (1.21c) by allowing control over the procedure

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● empowers learners by taking their opinions seriously, giving a sense of ownership, thus potentially reducing behavioural issues (1.21a-d)
● data analysis begins during the procedure when participants score answers
(Porter et al, 2008; MacPhail, 2001).

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2.2b NGT Results (Appendix 2A)
The focus group listed twenty English learning activities then reduced these to a unanimous top five.
Preference Link to Implication
(i) making excursions 1.31; 1.32; 1.35
(ii) playing games 1.31; 1.32

(iii) watching movies 1.31; 1.35
(iv) using computers 1.31; 1.34; 1.35

(v) doing projects 1.31; 1.32; 1.34; 1.35 1.36
2.2c Questionnaire (Appendix D)
A self-designed questionnaire (easy to understand and time-efficient) was administered with clear explanations by the group’s teacher. Gathering individual
responses encouraged honesty and minimised peer influence (1.23g). Keeping it brief (so learners would not lose interest; 1.2a) I sacrificed questions about self-
perceptions of strengths and weaknesses to ask about preferences as the ONA (2.1) revealed learners have no immediate need for English. Additionally their lack of
interest in English and extrinsic motivation (2.1) suggests they may be disinterested in (or unaware of) their own language needs hence such self-assessment may
be inaccurate. Focusing on their likes and dislikes took precedence to identify ways to motivate them (1.21b).
2.2d Questionnaire Results (Appendix 2B-D)

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Three learners gave low scores in one of the following categories: (vi) confidence, difficulty and level of stress. Notably, one learner gave low scores in all three
(hence the importance of 1.33). One learner hates speaking and dislikes pronunciation. Otherwise all (vii) love speaking, listening, practicing pronunciation and
enjoy making/doing things, eg. projects, 2.2b (v). All enjoy (viii) pair work, group work and thinking time (1.32). Two out of seven dislike moving about, contrasting
indications about kinaesthetic learning (1.32). Learners share (ix) common interests (eg. various sports) and like discussing them in lessons (1.31). All are interested
in (x) music, movies and TV, and technology (1.31).

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2.3 Diagnostic Test
Diagnostic testing is any assessment practice seeking information about learners' strengths and weaknesses (Blood, 2011; Zhao, 2013; Dunkley, 2012). In a low-
stakes environment teacher-made tests sacrifice reliability in favour of relevance to the immediate context (Zhao, 2013).
2.3a Monitored Roleplay (Appendix E)
ONA (2.1) identified that lessons focus on speaking whilst SNA (Appendix 2D) revealed most students are interested in celebrities. They enjoy speaking and pair
work with some thinking time (2.2d). Therefore monitoring roleplays (celebrity interviews; 1.31-2) allowed learners to demonstrate speaking ability whilst minimising
negative effects of teacher-student power relations (British Council, 2017). Directly testing the relevant skill enhanced content validity whilst providing a familiar
subject enhanced construct validity by testing language not knowledge (Hughes, 1989). Choosing a topic of interest raised motivation and attention levels (1.21a, b)
whilst interactive roleplays catered to social learning (1.24h). Reliability can suffer when participants are not informed of test rationale, aims, etc. (ibid) but this was
justified to reduce anxiety, 2b.1(vi), and maximise performance.
Due to a lack of experience and training in testing I researched established speaking assessment criteria to maximise my understanding of speaking sub-skills and
create an assessment tool (Appendix F). As only I was available to monitor and score the DT, it was important to enhance scorer objectivity (thus increasing reliability)
by structuring observations.

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2.3b Results (Appendix 2E-G)
Learners' comprehension, pronunciation and interaction skills are strong. Their vocabulary is sufficient to speak about familiar topics (eg. hobbies, homes). Stronger
students accurately use modal verbs (eg. “I’d like to be a footballer”) and past simple form but a gap exists between the weakest and strongest learners (strong A2
to weak B1).
Fluency: Students often gave (i) short or one word answers and (ii) resorted to L1 for basic vocabulary:
“Do you have a lot of money?”

“muy [Spanish for ‘very’] rich”
Grammar: Learners made (iii) errors with tenses (present/past simple, present perfect) and (iv) questions:
“Where are you live?”

“Before I live in England.”
Pronunciation: Some evidence of connected speech such as elision and linking (eg. /aɪm gənəbi:mæri:d/) yet (v) often lacking features such as intrusion and natural
rhythm (eg. /hu: ɪz jɔ:r gɜ:rlfrend/ rather than /hu:zjəgɜ:lfrend/).

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3. Course Proposal
A curriculum is 'a set of processes' including approach to planning, implementation and evaluation as well as methodology (Graves, 2008). My beliefs led me to use
a learner-centred design (LCD; 3.2) and task-based learning (TBL; 3.3) emphasising learner autonomy (LA; 3.3), organising the syllabus (course content and
sequencing, ibid) by initially defining goals and objectives based on NA.
3.1 Goals and Objectives (following DT, 2.3b)
A course is considered successful upon achieving its goals, which are 'future oriented' and 'general but not vague' (Graves, 2000, p75). Objectives are more short-
term and specific; smaller steps helping learners reach the goals (ibid).

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Goals: By the end of the course Objectives: By the end of the course students will be able to... Rationale
students will have:
(A) developed spoken fluency for (i) …speak for longer by using full sentences with basic connectives (eg. and, but, so). Developing spoken fluency is an
conversations/discussions (including (ii) …use new words relating to topics covered (sport, music and jobs). institutional demand (2.1).
broadening vocabulary, improving (iii) …use present simple, past simple and present perfect forms with greater Most learners enjoy speaking
pronunciation and increasing accuracy. (2.2dvii).
grammatical accuracy; 2.1; 2.3bi-v). (iv) …ask 'wh-' questions and closed questions in present simple, past simple and Fluency: smooth, natural, native-
present perfect with greater accuracy. like speech including control of basic
(v) …use connected speech by linking words. grammatical forms/pronunciation
(vi) ...speak with a more natural rhythm by using sentence stress. features listed in objectives (Tyler,
2016). DT identified need for each of
these features (2.3bi-v).
(B) become more independent and (i) ...set targets, with some teacher support. Motivates learners (1.34; 1.36).
competent learners, both (ii) ...assess their own speaking and pronunciation, with some teacher support.
individually and in a group. (iii) … organise and manage time effectively.
(C) increased global awareness (i) ...speak about well-known people from different countries. An institutional demand (2.1a).
through learning about people from (ii) ...speak about child labour in developing countries. Most learners interested in these
different countries and cultures. topics (Appendix 2D).

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3.2 Learner Centred Design (LCD)
I prioritised learner-selected skills/activities, interaction patterns/methods, and topics (3.4A; Appendix 2A, C, D; 2.2b, 2.2d) to demonstrate learners’ voices are
heard following NA. Empowering them to direct their course of study is a strong form of learner-centredness (Benson, 2012). This approach maximises participation,
values authentic communication and production of language and makes students responsible for their own learning (ibid; 1.34-5). This fits with the school’s (and my
own) preference for a communicative approach and also aims to engage these learners; in every lesson (Appendix 1) they are playing, speaking, making or doing
(2.2b, 2.2d, 1.31; 1.32; 1.35). These learners only want to play, having extrinsic motivation for attending (2.1) so engagement is paramount. Hence methodology
taking precedence over lexical or grammatical content (thus being a process syllabus, Graves, 2008).
I chose task-based learning (TBL, 3.3; 2.2d (vii)) organised by topic (3.4A) to enhance clarity and coherence (Littlejohn, 1997a) but also specifying synthetic language
needs (3.1A i-vi), that is components of language (such as grammatical forms) that act as building blocks for learners to work toward mastering English (Graves,
2008). Additionally it is a cyclical syllabus, regularly revisiting ‘aspects of the emerging interlanguage’ to aid integration of new forms and vocabulary (Skehan, 1998)
through warmer/plenary activities recycling language (all lessons). This combination of elements shows the syllabus is multi-layered, structured through diverse and
overlapping strategies (McDonough, Shaw and Masuhara, 2013).
3.3 Approaches: TBL and Learner Autonomy (LA)
TBL shares my perception of learning; it occurs through authentic use of meaning-focused target language (Skehan, 1996). Successful tasks are inherently worthwhile
with an end product measuring progress (Moor, 1996; 1.36; 4.1C -L7;12;17). They include significant learner contribution and control over content and process

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(Littlejohn, 1996; 1997b). Both assessment and personal involvement (all lessons, Appendix 1) motivate learners (4.1; 1.31-2, 1.34-6).
LA is the 'ability to take charge of one's own learning' (Holec cited in Kharaghani, 2013), which addresses teenagers’ need for independence (1.34). LA also allows
learners to devise their own targets through a process of negotiation (ibid; L1;7;12;18) which I felt would build learning skills such as self-assessment (3.1Bi-ii; L1, 7,
12, 18-19; 1.31, 1.34, 1.35-6). LA also enhances motivation and can improve behaviour, a key issue with teens (Gandhimathi and Devi, 2016; 1.34).

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3.4 Content
A. Topics: Learners enjoy sport and music (2.2d ix and x; L3-6 and L9-11) whilst 'jobs' gives the opportunity to use movies/TV and technology (2.2d x; L14-17) since
my interpretation, following the focus group, was that students wanted to study through these methods rather than study these as topics in themselves. Selected
resources for jobs therefore included a film, a game (2.2 ii) and increasing global awareness by tackling the issue of child labour (L16-17; 2.1a; 3.1Cii).
B. Materials: I used (or adapted) activities from ‘Film English’ online and Cambridge University Press activity books, 'Teen World' and 'Pronunciation Games'. These
catered to the level, age group, and learner preferences for speaking, communication, pronunciation, games, movies and projects (2.2b, 2,2d).
C. Activities: Warmer and plenary activities continually review language learned (L3-5;7-9;12;19-20) returning to previous vocabulary/grammar points and topics
(3.2). New vocabulary is routinely recorded for review (3.4F; 4.1A). These activities are both games, 2.2b(ii), and a form of assessment (4.1B-C). For grammar practice
the procedures demand accurate answers (eg. to review present continuous for the topic ‘sports’ teams race to mime and accurately guess: 'he's kicking a ball, she's
running a race’ etc.).
D. Rules and Rewards: The class contract (L1) must include rewards for speaking only English, eg. recording 'strikes' on the whiteboard anytime students lapse into
Spanish, 2.3b(ii). Less than the agreed number by the end of the lesson earns learners a chance to win something (eg. roll a dice; even numbers earn rewards such
as a game, a song etc.). The class contract may be revisited anytime to address behaviour or motivation (L7;12; use slots marked * on CP).
E. Interaction: Learners work in pairs and groups (all lessons) but thinking time is also important (Appendix 2C) thus students also need time to reflect, take notes,
or otherwise prepare individually prior to speaking.
F. Assessment: Recording Progress and Outcomes: To encourage autonomy and personalise learning, learners keep their own vocabulary records along with targets,

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reflections, progress, results etc. in portfolios (4.1A) and are closely involved in the assessment process ((L1;2;4;6;7;8;;12;15;17-20). As an extracurricular course at a
language school, neither learners nor parents expect homework.

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3.5 Constraints
Authentic opportunities for communication are lacking, a key element of learner-centred design, autonomous learning and TBL (3.2-3). With monolingual groups
opportunities must be found for authentic language use (Graves, 2008) so I attempt to create real contexts eg. by making and playing a game (L3-6) and creating
resources for another class (L16-17). However, learners may revert to L1, 2.3b(ii). Time constraints and location prevented excursions, 2.2b(i). Having only one
laptop, a tablet and a projector limited opportunities to use technology, 2.2b(iv).

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4. Assessment
Assessment is often understood to be any form of testing (Black et al, 2003) yet formative assessment (FA) is a tool enabling students to see their progress (Zhao,
2013) and providing feedback to inform subsequent modifications of teaching and learning activities (Black et al, 2003). Summative assessment (SA) measures
achievement, checking what knowledge and skills learners have mastered (Graves 2000). Portfolios are purposeful collections of work showing both learners’
progress and achievement (Genesee and Upshur, 1996. p99). I therefore use these as a tool for FA throughout the course as well as a form of SA at the end (4.1A).
I also use observation driven assessment (ODA, Appendix I; 4.1C), in which observation is a ‘valid means of gathering information’ describing learners’ language
development, particularly their communicative performance (Hedge, 2000). TBL incorporates measures of progress within each task (3.3) thus additionally forming
part of the FA process. The CP’s FA closely ties to what happens in lessons (4.2), also reflecting and informing SA. In this way assessment forms a supportive
partnership with teaching resulting in positive washback (Hughes, 1989). Lessons on the CP marked * show opportunities to adapt lessons based on FA (Appendix
1).
4.1 Benefits of Assessment Methods
A. Portfolios B. Games and Authentic Tasks C. Observation Driven Assessment

Encourage students to be Engages learners (unlike Focus on what learners can do,
responsible for their own traditional tests) allowing them rather than shortcomings,
learning (autonomous; learner- to show capabilities (1.32; providing a basis from which the
centred 3.2; 3.3; 1.33; 1.34). 1.35). teacher can contribute to
portfolios (1.36).

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Ownership over the process Tangible authentic outcomes Likely to measure communicative
makes assessment less hostile with learners directing tasks competence better than traditional
and more constructive, which and making personalised tests (Hedge, 2000).
could enhance motivation contributions they can value
(Hedge, 2000; 1.36). and enjoy (1.31; 1.34).
Direct testing (testing the skills
being measured) is easier,
creates positive washback, and
enhances validity (Hughes,
1989).

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4.2 Assessment Summary Table (see CP for more detail, Appendix 1)

3.1 = objective UPF = update portfolio ODA = observation driven assessment (Appendix I) F/up = lesson for follow-up
3.1 CP Assessment Task/Activity UPF ODA F/
up
A(i) L1 ‘Just a minute’ style speaking challenge (record times). Set personalised target for number of words to learn. L7
A(ii)
A(v) L2 Sound maze. Record performance. Make own mazes for subsequent testing. L8
A(ii) L3 Warmer (backs to board). L4
A(ii) L4 Warmer (spelling race). L5
B(iii) Speak/write about Usain Bolt. L19/20
C(i) Task planning. L6
A(ii) L5 Warmer (word race). L7
B(i-iii) L6 Discuss/reflect on objectives.
A(i- L7 Repeat/improve on speaking challenge. L12
iv) Games: check/review vocabulary target.
Top Trumps FINAL TASK (grammatical accuracy; 3.3).
Formative evaluation.
A(v- L8 Student-made sound mazes (L2). Review/improve targets. L18
vi) Game/pronunciation activity (stress timing).
A(i) L9 Students interview each other (music preferences).
A(iv) Extend answers - add detail.
A(v- L10 Focus on stress-timed language/connected speech (song lyrics). L13
vi) L18
C(i) L11 Prepare informal presentation. Record research (international musicians). L12
A(iii) Plenary: focus on correct verb forms.
A(i-ii) L12 Informal presentations (match speaking challenge times) END TASK (3.3). Games: check/review vocabulary target. Formative L17
B(i-ii) evaluation.
Additional speaking targets identified.
A(vi) L13 Write/perform mini-dialogues (stress-timed language). L18
A(ii- L15 Discussion (encourage long answers using strategies covered so far eg. adding details, examples etc).

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iii) Describing the film.

A(iv) L16 Create questions about the boy from the film before watching in full.
C(ii) Record child labour research.
A(i) L17 Reflect on target A(i) and new target set in L12.
C(ii) Make audio/video recording on child labour (adult pre-intermediate class will listen to learn about this topic). END TASK
B(i-iii) (3.3).
A(v- L18 Rotate/repeat student-made sound mazes (L2).
vi) Rotate/practice mini-dialogues (L13).
Teacher assists students in setting future pronunciation targets (listen to native-speaker English, record themselves).
A(i-ii) L19 Vocabulary game and speaking challenge (check final achievement). L20
C(i-ii) Three groups prepare quiz to test others on course content (L4, 11, 16).
Focus on accuracy in form.
A(iii- L20 Grammar games to check accuracy on forms (eg. give the answer, guess the question).
iv) Final quiz on course content set and carried out by students.
C(i-ii) Summative evaluation forms.
B(i-iii)

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4.3 Evaluation
Evaluation addresses the course’s effectiveness in helping students learn, with formative evaluation (FE) seeking information with which the CP may be adapted
depending on learners’ needs (Graves, 2000). My CP incorporates two FEs, guiding learners through a process of reflection, remembering previous lessons then
considering what they learnt and how (Appendix H; L7, L12). Lessons on the CP marked * show opportunities to adapt lessons based on FE (Appendix 1). As the
process involves remembering preceding lessons it seems reasonable not to leave more than two weeks between each one. The course is primarily designed around
tasks (3.1) with methodology taking precedence over content (3.2) so evaluations focus on what happens in class (eg. interactions, methods, tasks) then adapts
subsequent lessons accordingly.
Summative evaluation (Appendix G-H) gives information on the success of a course, ie. whether its goals were met (Graves, 2000). Therefore the learners’ ongoing
self-assessments form part of the evaluation since whether they perceive themselves to have achieved the learning objectives helps to define whether the course
was successful.
4.4 Reliability and Validity: Shortcomings
● Direct testing (testing the skills being measured) is easier, creates positive washback, and enhances validity but have limited authenticity in tasks where
learners are aware of the testing situation eg. L1;7;12, Hughes (1989).
● Reduced face validity (whether testing is perceived to be sound) in tasks where learners may not realise they are being assessed, eg. L3;9;10;13;15 (1.31-2,
1.34-6).
● Small-scale testing 'less reliable than it should be' (Hedge, 2000) and teacher-made tests cannot match rigorous standards of well-known tests (Blood, 2011).
Yet being grounded in the particular context increases validity.
● Construct validity is low as learners being assessed for fluency (3.1A) must engage in authentic tasks which demand they read and write (L7).
36
● Scorer objectivity limited despite some quantifiable targets (eg. number of words learnt; L1; L7) others are subjective as learners set personalised targets
(L17).
● ODA is challenging for teachers to undertake without training since the approach requires considerable teacher involvement (Hedge, 2000).

37
5. Conclusion
5.1 Links: Implications and Course Proposal
● Topics and tasks relate directly to learners interests, personalising learning and engaging students (1.31)
● TBL engages learners in making, doing, playing and authentic interactions in keeping with the age group’s learning needs (1.32)
● A class contract (which may be regularly revisited) negotiates and guides expectations for teacher and students to encourage positive behaviour (1.33)
● Learner autonomy enables and encourages independence in the classroom to motivate and engage learners (1.34)
● TBL uses authentic tasks within lessons, but also for assessment, to motivate and engage learners (1.35)
● The class contract, personalised targets and regular assessment with feedback encourages learners by challenging them and by helping them to see their own
progress and achievements (1.36)
5.2 Benefits
Learners...
● ...can start to move from extrinsic to intrinsic motivation, enjoying learning English for its own sake by engaging with games and authentic tasks.
● ...gain strategies in learning beyond English (eg. time management) thus developing holistically.
● ...develop global awareness as per institutional aims, broadening knowledge of different countries/cultures.
● ...feel empowered by setting their own targets, learning to self-assess and studying their own choice of topics/activities.
● ...gain extensive speaking practice, expand vocabulary and improve fluency, thus building confidence.
5.3 Limitations

38
● Teenagers have notoriously challenging behaviour, often being emotional and difficult to motivate (1.21; 1.22; 1.23). No CP can guarantee to overcome this.
● Lessons’ location/timing prevent excursions (a highly valued method for learners).
● Limited technology made incorporating computer-based learning difficult (which learners indicated as a preference).

39
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Linguistics. 3(1) pp.41-45

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46
Appendix 1: Course Proposal
Lessons take place on Tuesdays and Thursdays from 4.00pm - 5.00pm.
Topic: Sport Music Jobs Pronunciation Assessment
Links to objectives (column two 3.1) Links to NA (column two 2.2) Links to implications (column five, 1)
SA (Summative Assessment) or FA (Formative Assessment) + objective + flags for follow-up ⚐ + lesson to follow up (also shows cyclical links)
No. 3.1 2.2 1 Lesson Objectives Lesson Outline: (1) warmer (2) main activity (3) plenary or additional tasks/project work
1 A.i b(ii) 1.31 To identify personalised (1) 'Just a minute': speaking challenge; no hesitations/repetitions. Sts time each other & improve
B.i d(vii) 1.32 targets for forthcoming OWN best time (not competing). Eg. 'my hobbies'; 'a day in the life of the Queen').
d(vi) 1.33 lessons.
1.34 (2) Brainstorm/discuss expectations of sts/teacher (eg. groups draw, label and present 'the perfect
1.35 To agree on expectations for student/teacher'). Agree (and write up/sign) a class contract for behaviour (including any
1.36 behaviour of T and Sts in rewards/consequences).
lessons.
(3) Set (and record) personalised targets for improving speaking challenge and a number of new
words to learn over next 4 weeks. Start portfolios. FA, A(i and ii) ⚐ L7

47
2 A.v b(ii) 1.32 To develop awareness of (1) Warmer (suggest using to check vocab from forthcoming activity to avoid any confusion later)
d(vii) 1.34 connected speech, in eg. Board race: speak the definitions of words up on the board (or mime them) – the first people in
particular linking sounds the two lines race to circle or slap the corresponding word.
before vowels.
(2) C1 'Link Maze' (Pronunciation Games. 1995. Hancock, M. Cambridge University Press).
To encourage accurate use
of these sounds by playing a
game.
(3) Sts to create mazes for one another in pairs. FA, A(v) ⚐ L8
3 A.iv b(ii) 1.31 To develop accuracy in (1) Backs to the board: two students compete to be the first to guess the word on the board
b(v) 1.32 asking ' how much' and ' how behind them with the help of their team.
d(ix) 1.34 many' questions.
d(vii) 1.35 (2) Unit 9.1 ' Footie Stars' (Budden, J. 2009. Teen World, Multi-level photocopiable activities for
To learn new vocabulary teenagers. Cambridge University Press).
relating to football.
(3) Groups/pairs discuss: 'What 'Top Trumps' style card game would you make? What categories
would you include?' (Eg. Hollywood celebrities: most awards, style, highest pay packet, no. of
famous partners) FA, A(iii and iv) ⚐ L7
4 A.ii b(ii) 1.31 To increase vocabulary by (1) Spelling race: a type of board race with two teams in two lines racing to spell a word by writing
A.iii b(iii) 1.32 watching a short film about just one letter each then passing the pen on – points for correct spelling.
B.iii b(iv) 1.34 Usain Bolt.
C.i b(v) 1.35 (2) Adapt www.film-english.com lesson (The boy who learnt to fly). Update portfolios with some
d(ix)
d(vii)
To develop accuracy of past
simple tense by comparing
facts and stats about Usain Bolt. FA, C(i) ⚐ L20
d(x) Usain Bolt’s past/present
(3) Pairs (or groups) agree their topic/categories for Top Trumps following L2. Use
skills, life etc.
laptop/tablet/phones to research data needed. Plan time/group to complete by L6. FA, B(iii) ⚐ L6

48
5 A.i b(ii) 1.31 To develop accuracy in (1) Word race draw, mime or describe words but do this in two teams competing to guess all the
A.iv b(v) 1.32 asking a range of open words from one list (aim: reproduce accurate list).
d(ix) 1.34 questions.
d(vii) 1.35 (2) Unit 9.2 ' Sports Reporters' (Budden, J. 2009. Teen World, Multi-level photocopiable activities
To develop ability to give for teenagers. Cambridge University Press). Adapt for small class and to focus on LOs above.
long answers to questions by
using ' because' and 'for (3) Pairs (or groups) continue making Top Trumps according to their own design preferences.
example'.
6 B.i b(iv) 1.31 To use vocabulary from (1) Groups must make/refer to timed plan (L4) how to complete this task in today's lesson.
B.ii b(v) 1.32 previous lessons, and new
d(ix) 1.33 sports vocabulary, to (2) Groups may use laptop/printer (agree time slots), drawing, hand writing and coloured
d(vii) 1.34 complete Top Trumps card paper/card, etc. to produce final full set of Top Trumps cards.
d(x) 1.35 set
1.36 (3) Feedback what was difficult/easy (re: making/reaching targets, speaking only English, managing
time). Update portfolio with reflections. FA B(i. ii, iii), ⚐ L7 & 17
7 A.i b(ii) 1.31 To review personalised (1) Repeat Timed speaking challenge from L1. Review target/progress.
A.ii b(v) 1.32 targets from L1 and adjust AND review new vocabulary (eg mime or draw - ask students how many new words they learnt
A.iii
A.iv
d(ix)
d(vii)
1.33
1.34
for forthcoming lessons.
(review this target). FA, A (ii) ⚐ L12 FA, A(i) ⚐ L15
B.i 1.35 To develop accuracy in
(2) Play Top Trumps focusing on accuracy in questions and using third person ‘s’ for answers when
B.ii 1.36 asking questions using
playing (eg. sts board correct questions then play with backs to the board with another st
students' home-made Top
monitoring accuracy – they have three chances to ask/answer accurately or pass the turn). IF
Trumps games.
NEEDED: Check/review class contract (pairs discuss and feedback what is/is not working and why –
To make a formative adapt as required). FA, A(iii and iv) ⚐ L9 & L11
evaluation of the course.
OPTIONAL: To review class
contract.
(3) Portfolios. Self-assessment and course evaluation. FA, B(i. ii) ⚐ L12

49
8 A.vi b(ii) 1.32 To create awareness of (1) Warmer* (suggest using to check vocab from forthcoming activity to avoid any confusion later)
B.ii d(vii) 1.34 stress timing in short phrases
1.35 through playing a game. (2) C3 'Da da Language' (Pronunciation Games. 1995. Hancock, M. Cambridge University Press). FA,
⚐ L10
1.36
To review and develop use of A(vi)
linking sounds before
vowels. (3) Review linking sounds before vowels using mazes sts created in L2. Record results as a target
for improvement. FA, A(v) ⚐ L10
9 A.i b(ii) 1.31 To develop accuracy asking a (1) Warmer* or as detailed in book.
A.iv d(ix) 1.32 range of questions (present
d(vii) 1.34 simple, present perfect, and (2) Unit 3.2 'Music Fans' (Budden, J. 2009. Teen World, Multi-level photocopiable activities for
⚐
d(x) 1.35 with can/would).
teenagers. Cambridge University Press). FA, A(iv) L11 & L16
To extend answers by adding
details (where, when, what, (3) SOE reward suggestion – sts with less than 3 strikes can choose a song for next lesson.
why, how, who).
10 A.ii b(iv) 1.31 To develop ability to use (1) Warmer* or use a gist listening task such as putting words from a song into correct order.
A.v d(ix) 1.32 connected speech.
A.vi d(vii) 1.34 (2) Various listening tasks and vocabulary work using songs students chose last lesson (eg. gap fills
d(x) 1.35 To learn new vocabulary by
etc.) If required from FA focus on natural rhythm/connections between words in the lyrics*. FA,
listening to songs of
students' choice. A(v) ⚐ L18 FA, A(vi) ⚐ L13
(3) Use projector to introduce sts to www.lyricstraining.com, recommend for independent study.

50
11 A.iii b(ii) 1.31 To ask questions about a (1) Alphabet race* using the whiteboard, write the alphabet twice vertically – teams aim to write a
A.iv b(iv) 1.32 musician/band to prepare word related to the topic (one starting with each letter).
C.i b(v) 1.34 for an informal presentation
d(ix) 1.35 (FOCUS ON QUESTION (2) Choose a native-English-speaker band/singer. Pairs make a list of questions about their life and
d(vii) 1.36 FORMS IDENTIFIED IN FA career.
d(x) L9). Groups use tablet/laptop and phone(s) to find information and record/prepare to present to class.
To notice verb forms when Record notes/info in portfolios. FA, C(i) ⚐

L20
researching and recording
information about their lives. (3) Feedback and board verbs used/found in research/reading and highlight form according to
past/present/future. FA, A(iii) ⚐ L15
12 A.i b(ii) 1.31 To review personalised (1) Use new vocabulary cards to test sts using a game* (as per L7) – sts check/review personalised
⚐ L19
A.ii b(v) 1.32 targets from L6 and self-
B.i d(ix) 1.34 assess to adjust for vocab. targets. FA, A(ii)
B.ii d(vii) 1.35 forthcoming lessons.
1.36 (2) Rather than Timed speaking challenge students will speak at length by giving informal
To demonstrate ability to presentations (prepared last lesson)... Give time to practice/prepare before presenting.
speak at length on a
prepared topic (informal (3) Use speaking/presentation criteria to self-asses/set new personalised speaking objective FA
presentation). NEW TARGET! ⚐ L17
To make a formative Portfolios: self-assessment and course evaluation. FA, B(i. ii) ⚐ L17 & 18
evaluation of the course.
OPTIONAL: To review class
contract.

51
13 A.v b(ii) 1.32 To create awareness of (1) Warmer* (suggest using to check vocab from forthcoming activity)
A.vi d(vii) stress timing in short phrases
through playing a game. (2) C6 'Rhythm Dominoes' (Pronunciation Games. 1995. Hancock, M. Cambridge University Press).
⚐ L18
To review and develop use of
linking sounds before (3) Sts write/perform mini-dialogues focusing on stress timed pron* FA, A(v)
vowels.
14 A.ii b(ii) 1.31 To review and extend (1) Show Blockbusters clip, pause so sts can play & encourage them to get involved and try to
d(vii) 1.32 existing vocabulary relating answer the questions alone then compare in pairs before revealing answers. (eg.
d(x) 1.35 to jobs by participating in a www.youtube.com/watch?v=N7bOVvaCJeQ)
team quiz.
(2) Unit 4.1 'Workbusters' (Budden, J. 2009. Teen World, Multi-level photocopiable activities for
To clarify accurate use of teenagers. Cambridge University Press).
vocabulary for numbers and
prices. (3)Plenary*
15 A.i b(ii) 1.31 To focus on accurate use of (1) Warmer* (or use step 1 from website)
A.iii b(iii) ; present continuous and
d(vii) 1.32 present simple (suggestion) (2) 'The Employment' lesson on www.film-english.com
d(x) 1.35 to describe the action of a Adapt to focus on correct tense, highlight present continuous to describe what the people are doing
⚐
1.36 short film. (FOCUS ON TENSE
FORMS IDENTIFIED IN FA vs present simple to describe jobs/facts etc. FA, A(iii) L20 L20 Monitor/assist, provide vocab
L11). needed for discussions, encourage extended answers - sts can note for how long they are able to
speak for without even trying! FA, A(ii) ⚐ L19
To express opinions in a
discussion about the film.
(3) Ask sts what jobs they might like in the future. AND/OR plenary*

52
16 A.ii
A.iv
b(iii)b 1.31 To ask accurate questions
d(vii) 1.32 about a boy in a video clip.
(1) Brainstorm questions about boy in clip before watching in full. FA, A(iv) ⚐ L20
C.ii d(x) 1.34
(2) Video: https://www.truetube.co.uk/film/sport-relief-raymonds-story
1.35 To learn new vocabulary by
Select ideas for activities from site ‘School is Easy’ (different ways to teach teens about sweatshop
watching and discussing a
labour and the fashion industry) and/or http://resources.tiged.org/activities-on-child-labour. FA,
video about child labour.
C(ii) ⚐ L17
(3) Start planning for next lesson - discuss project options: (1) video presentation OR (2) audio
presentation (to show other pre-int class so they can also learn about this topic).
17 B.i b(iv) 1.31 To review personalised (1) Recall facts/info from previous lesson AND recall speaking targets from L10
B.ii b(v) 1.32 targets through self-
B.iii d(vii) 1.34 assessment. (2) Two groups plan, prepare and make a short (5m) audio/video recording (using tablet or phone)
C.ii d(x) 1.35
1.36 To demonstrate ability to
on child labour (adult pre-int class will listen to it to learn about the same topic). FA, C(ii) ⚐ L20
speak at length on a FA, B(iii) ⚐ L20
prepared topic. (3) Use criteria to peer/self-assess and set personalised speaking target. Update portfolios. FA,
NEW TARGET! ⚐ L18 SA, B(ii) ⚐
18 A.v b(ii) 1.31 To recap, revisit and reflect (1) Drill students on rhythm and pronunciation for Run DMC ‘Tricky’ – listen and sing (rap) along…
A.vi d(vii) 1.32 on developments in Green/blue/purple
B.i 1.34 pronunciation over the
B.ii 1.35
1.36
course.
(2) Pairs try new sound maze from L2. SA, A(v) ⚐ and another pair’s dialogue from L13. . SA, A(vi)
To set personalised learning ⚐
targets for pronunciation for
the future (post-course or (3) Update portfolio reflections Try setting own targets for pronunciation with teacher’s help. SA,
next part of course).
NEW TARGET! For post-course ⚐ SA, B(ii) ⚐

53
19 A.i b(ii) 1.31 To create quiz/test questions (1) ‘Tabu’, pictionary or charades style game* use vocab cards and final timed speaking challenge,
⚐
A.ii b(iv) 1.32 for other students reviewing
A.iv b(v) 1.34 the course FA. record time and note progress made over course. SA, A(i and ii)
d(vii) 1.35
d(x) 1.36 (2) Groups prepare Blockbuster quiz for each other based on course content. Make online using
Quiz Busters site (Quiz Maker). SA, 1, C(i and ii) ⚐
(3) Update portfolio with course evaluation/reflections.
20 B.ii b(ii)
b(iv)
1.31
1.32
To take part in a quiz
reviewing the course content
⚐
(1) Warmer* (focus on grammar objectives ii and iii) SA, A(iii and iv)
b(v) 1.34 so far.
(2) Do the three Blockbusters quizzes prepared by students in the last lesson with teams rotating
d(vii) 1.35
d(x) 1.36 To reflect on progress made as hosts. SA PART 2, C(i and ii) ⚐
on personalised targets
recorded in folders (3) Update portfolio with self-assessment and summative evaluation (final progress report).
throughout the course.
SA, B(iii) ⚐
To make a summative
evaluation the course.
*These activities are only suggestions and could be adapted or changed in response to needs identified in formative assessments and evaluations.
For example, use instead a different game-like activity to review vocabulary based on learner feedback in the evaluation or to focus on strategies to
get closer to reaching personalised targets (such as the timed speaking challenge). Otherwise teacher could use the same activity but adapt it to
focus (for example) on reviewing a particular grammar point based on formative assessments made.

54
Appendix 2: Needs Analysis Results
A. SNA - NGT

55
Appendix 2: Needs Analysis Results: B. SNA Questionnaire – Opinions and Feelings

56
C. SNA Questionnaire – Activities

57

58
D. SNA Questionnaire –Topics

59
Appendix 2: Test Results
E. DT (Roleplay) Summary Results Table
Interaction & Fluency Generally strong. Weaker students: short answers; avoid full sentences.
Vocabulary Range Able to understand a wide range of vocabulary on familiar topics.
Weaker students less able to produce vocabulary to extend answers.
Grammatical Accuracy Stronger students accurately use modals/past simple. Present perfect: some errors.
Weaker students used only present simple, omitting third person ‘s’.
All: frequent errors with question forms.
Pronunciation All intelligible. Good control of phonological features.
Some L1 influence (Spanish accent) did not impede communication.
Some evidence of connected speech; could be developed.
Comprehension All students understood main points of clear speech and respond appropriately on
familiar matters

60
Appendix 2: Test Results
F. Diagnostic Tests: Table of Assessment Criteria (Monitoring Notes Summary)
Interaction & Fluency Vocabulary Range Grammatical Accuracy Pronunciation Comprehension

4 giving longer All students were able Grammatical accuracy All students were All students understood
answers with little to discuss basic was good in stronger intelligible and had main points of clear
hesitation, 2 much personal information students who showed good control of speech and respond
shorter one or two (eg. houses, money, some control of modals phonological features. appropriately on
word answers, few family, work etc.) (eg. would, will) and familiar matters such as
full sentences past simple/present Some L1 influence homes, family, holidays
The strongest two were perfect. evident in Spanish etc.
All able to maintain able to extend their accent but this did not
flow of conversation, answers with opinions, Weaker students impede
asking questions and descriptions and tended to use only communication.
consistently giving reasons. present simple and
relevant answers. often omitted third Some evidence of
The weakest two lacked person ‘s’. connected speech,
the range of vocabulary which could be
needed to extend developed.
answers and
sometimes reverted to
L1 (eg. ‘muy - Spanish
‘very’ - rich’.

61
Appendix 2: Needs Analysis and Test Results
G. Diagnostic Test (Roleplay) Assessment Notes
Grammatical accuracy
There was a wide gap between the strongest and weakest students, with the strongest often producing present perfect correctly along with past simple and
present simple, and some good control of modal verbs (eg. “I’d like to be a footballer”) whilst the weakest students avoided speaking in full sentences and made
frequent errors such as overusing present simple (eg. “Before I live in England.”) and omitting the third person 's'.
Everyone was able to produce a range of questions in different tenses in writing in preparation for the roleplay but accuracy was poor. Most students were able to
use present simple, past simple and 'will' to talk about the future with a good degree of accuracy. Everyone understood questions formed in the present perfect
although they didn't necessarily use the form to answer the question. Some struggled with question forms on familiar topics (eg. “Where are you live?”).
Pronunciation
Learners made few pronunciation errors in terms of phonemes and it was easy to comprehend everybody's speech though learners made some errors typical of
Spanish learners (eg. over-pronouncing 'h' in house). Some examples of connected speech in stronger students (/aɪm gənəbi:mæri:d/) but generally this ws lacking
along with the natural rhythm of English ( /hu: ɪz jɔ:r gɜ:rlfrend/ ).

62
Interaction and fluency
Most students were able to ask and answer questions with little hesitation and some longer turns at speaking. Two weaker students took only very short turns.
Vocabulary range
Most students were able to talk confidently about a range of personal topics and information such as money, houses, family and travel.
The weakest student had limited vocabulary to express ideas in detail and combined some L1 words with English (eg. “Muy (-Spanish for ' very') rich”.
Two stronger students naturally extended answers with supporting reasons and examples eg. “I’d like to be a footballer because I could make a lot of money - like
Messi; he is really good footballer and too rich as well”.

013 Tyler Delta3 YL 0617

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1

Delta Module Three

University-wide statement on plagiarism (2011), retrieved 24.10.2014 from:

Name Lisa Jane Tyler

Date 12 June 2017

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

Delta Module Three

Lisa Jane Tyler

Teaching EFL to Teenagers in Spain

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

Centre: 013 (University College London)

Word count (Microsoft Office 2013): 4496

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

1.1 Why this specialism? 5

1.2 Key Issues

2.1 Objective NA (ONA) 8

2.1b Subjective NA (SNA) 8

2.2 Subjective NA (SNA)

2.2a Nominal Group Technique (NGT) 9

2.3 Diagnostic Test 12

3.1 Goals and Objectives 13

3.2 Learner Centred Design (LCD) 15

3.3 Approaches: TBL and Learner Autonomy (LA) 15

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

4.1 Benefits of Assessment Methods 18

4.2 Assessment Summary Table 19

4.4 Reliability and Validity: Shortcomings 21

5.1 Links: Implications and Course Proposal 22

Appendix 1: Course Proposal 27

Appendix 2: Needs Analysis and Results 35

Appendix A: Focus Group Board Work (Results and Scores) 43

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

1.2 Key Issues

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

1.23 Cognitive Development

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

1.24 From Social Constructivism to SLA

1.25 Varied Learners

Implication Relevance to Key Issue

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

2.1 Objective NA (ONA)

Current teacher’s report:

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

An alternative NA structure from Alderson 1980 (cited in Richards, 2001):

Need: Teacher report:

2.2 Subjective NA (SNA)

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

2.2a Nominal Group Technique (NGT Appendix A-C)

(adapted from Porter, 2013; MacPhail, 2001)

● suits children of different abilities/levels (1.25)

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

(Porter et al, 2008; MacPhail, 2001).

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain

2.2b NGT Results (Appendix 2A)

Preference Link to Implication

(i) making excursions 1.31; 1.32; 1.35

(ii) playing games 1.31; 1.32

(iv) using computers 1.31; 1.34; 1.35

2.2c Questionnaire (Appendix D)

2.2d Questionnaire Results (Appendix 2B-D)

Lisa Jane Tyler Young Learners. Teaching EFL to Teenagers in Spain