A TELL English course to meet the needs of a multilevel BA in ELT group: what was wrong?

Abstract

A Technology Enhanced Language Learning (TELL) course was designed to meet the needs of a multilevel first-semester group of students of the BA in English Language Teaching (ELT) taught at the School of Languages of the Juarez University of the State of Durango (ELE-UJED), Mexico. Amongst the relevant needs, students were to reach a CEFR B1.1 level of English (out of two CEFR B1 sub-levels), notwithstanding their very different overall skill level of English. They also had to be immersed in active, student-centred learning approaches in spite of the wide diversity of language teaching approaches used in their 5-7 previous curricular English courses, or possible additional study in Mexico or abroad. After the results of diagnostic tests and self-assessment checklists, teams were integrated according to similar levels of command. Empirical research carried out throughout the course and a post-study survey demonstrated that the integration of collaborative learning and technology-enhanced language learning, including computer-based assessment and video clip outcomes, were very useful elements for reaching the course goals. However, it was also found out that the designed checklists for selfmonitoring of progress were not used by students on a regular basis, even though the survey reported that only a quarter of them considered checklists as not useful/not very useful for raising awareness of their lacks, weaknesses, and strengths.