A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses

The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant...

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Detalles Bibliográficos
Autores: Menéndez Otero, Carlos|||0000-0002-3576-0523, Serrano González, Raquel|||0000-0003-3623-0740, Gil Naveira, Isabel
Tipo de recurso: artículo
Fecha de publicación:2018
País:España
Institución:Universidad de Oviedo (UNIOVI)
Repositorio:RUO. Repositorio Institucional de la Universidad de Oviedo
Idioma:inglés
OAI Identifier:oai:digibuo.uniovi.es:10651/68966
Acceso en línea:http://hdl.handle.net/10651/68966
https://dx.doi.org/10.3390/proceedings2211332
Access Level:acceso abierto
Palabra clave:ICT
ESP
Assessment
Multi-section courses
Third-level education
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oai_identifier_str oai:digibuo.uniovi.es:10651/68966
network_acronym_str ES
network_name_str España
repository_id_str
spelling A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) CoursesMenéndez Otero, Carlos|||0000-0002-3576-0523Serrano González, Raquel|||0000-0003-3623-0740Gil Naveira, IsabelICTESPAssessmentMulti-section coursesThird-level educationThe paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills.20182018-10-31journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articlehttp://hdl.handle.net/10651/68966https://dx.doi.org/10.3390/proceedings2211332reponame:RUO. Repositorio Institucional de la Universidad de Oviedoinstname:Universidad de Oviedo (UNIOVI)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:digibuo.uniovi.es:10651/689662026-06-07T06:38:51Z
dc.title.none.fl_str_mv A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
title A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
spellingShingle A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
Menéndez Otero, Carlos|||0000-0002-3576-0523
ICT
ESP
Assessment
Multi-section courses
Third-level education
title_short A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
title_full A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
title_fullStr A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
title_full_unstemmed A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
title_sort A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses
dc.creator.none.fl_str_mv Menéndez Otero, Carlos|||0000-0002-3576-0523
Serrano González, Raquel|||0000-0003-3623-0740
Gil Naveira, Isabel
author Menéndez Otero, Carlos|||0000-0002-3576-0523
author_facet Menéndez Otero, Carlos|||0000-0002-3576-0523
Serrano González, Raquel|||0000-0003-3623-0740
Gil Naveira, Isabel
author_role author
author2 Serrano González, Raquel|||0000-0003-3623-0740
Gil Naveira, Isabel
author2_role author
author
dc.subject.none.fl_str_mv ICT
ESP
Assessment
Multi-section courses
Third-level education
topic ICT
ESP
Assessment
Multi-section courses
Third-level education
description The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-10-31
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10651/68966
https://dx.doi.org/10.3390/proceedings2211332
url http://hdl.handle.net/10651/68966
https://dx.doi.org/10.3390/proceedings2211332
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:RUO. Repositorio Institucional de la Universidad de Oviedo
instname:Universidad de Oviedo (UNIOVI)
instname_str Universidad de Oviedo (UNIOVI)
reponame_str RUO. Repositorio Institucional de la Universidad de Oviedo
collection RUO. Repositorio Institucional de la Universidad de Oviedo
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301629

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