Massachusetts Department of Elementary and Secondary
Education ABE-DL Programs
HANDBOOK OF SCREENING
For Instructors and Administrators of Online ESOL Programs
Developed for ACLS by the UMass Boston, Center for Social Policy, June
2009, updated by ACLS 2014
TABLE OF CONTENTS
INTRODUCTION ......................................................................................................................... 1
I. INITIAL TASKS FOR THE SCREENING PROCESS ............................................................. 1
II. BACKGROUND FOR THE INTERVIEW INSTRUMENT ................................................... 2
What is the Interview Instrument? ............................................................................................. 2
Purpose of the Interview Instrument .......................................................................................... 2
III. GUIDELINES FOR ADMINISTERING THE INTERVIEW ................................................. 3
IV. INDICATORS OF READINESS ............................................................................................ 5
Section A: Past Schooling and Self-Study Experience ............................................................. 5
Section C: Goals and Motivation .............................................................................................. 6
Section D: Perceptions & Expectations ..................................................................................... 6
Section E: Strengths and Weaknesses ....................................................................................... 7
Section F: Time-Management ................................................................................................... 7
Section G: Supports and Challenges ......................................................................................... 7
V. INTERVIEW INSTRUMENT .................................................................................................. 8
VI. APPENDIX ............................................................................................................................ 17
INTRODUCTION
This handbook provides guidelines for administering the screening tools for applicants of online
ESOL programs funded by the Massachusetts Department of Elementary and Secondary
Education. It explains the screening process as well as the indicators for determining applicants’
readiness for online education.
The handbook is organized in five sections:
• The first section contains the preliminary tasks for the screening process.
• The second section presents the background information about the interview instrument
and its purpose.
• The third provides information on how to administer the interview.
• The fourth explains each of the indicators for determining applicants’ readiness for online
learning.
• The last section contains the interview instrument.
The handbook also includes a demographic information form in the appendix.
It is important to read the whole handbook in order to have an overview of the screening
process as well as an understanding of the indicators for readiness and the questions designed
to gather information for each indicator.
I. INITIAL TASKS FOR THE SCREENING PROCESS
The initial part of the screening will involve:
 English Level Assessment
 Computer Skills Assessment
If applicants meet the English and the computer skills requirements, then applicants will be
screened to determine their readiness for online learning. This will be achieved through
conducting an interview with the applicant using an interview instrument. The interview will last
approximately 20-30 minutes.
Prior to the interview, the interviewer should explain to applicants that there will be a 20-30
minute conversation about online learning, during which applicants can ask questions. The
interviewers should also explain that the purpose of the interview is to determine together if
online learning is the appropriate mode of learning for the applicant.
1
I. BACKGROUND FOR THE INTERVIEW INSTRUMENT
What is the Interview Instrument?
The interview instrument is a qualitative and interactive tool which includes a set of questions
for prospective students of adult basic education. It covers seven broad areas which could have a
role in determining a person’s readiness for online learning.
Purpose of the Interview Instrument:
The interview instrument provides a means for having a guided and interactive conversation with
prospective students. The intention of the interactive approach is to build a foundation of trust in
order to increase prospective students’ confidence and ownership of their learning process. In
this regard, the interview is not only a means for selecting the applicants who are appropriate for
online learning, but also a process to support them as they engage in online learning. It seeks to
accomplish the following:
a. To assess readiness of prospective students for online learning.
b. To spark a process of reflection in prospective applicants about their goals, motivation,
expectations and the support they will need to succeed in online learning.
Success and persistence in this mode of learning can be defined in many different ways. One of
the most useful definitions of success is one that takes into regard the context of learning and the
life circumstances of an adult learner. Success, in this context, has been defined as persistence in
the ESOL program, which leads to increasing the English assessment scores for the ESOL
applicants. Persistence is defined, along the lines of the other studies in this area, as continued
attendance in programs and, when a need to stop out of the program arises, having a plan to
return as soon as the reason to stop out has been eliminated. (Comings, Parrella, & Soricone,
1999).
Following are the guidelines on how to administer the instrument.
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III.
GUIDELINES FOR ADMINISTERING THE INTERVIEW
The Interview Process
One of the most important aspects of the interview is that it should take place in a friendly and
informal manner. The atmosphere should feel comfortable. Through this process the interviewer
is getting to know the adult learner and the adult learner is getting to know the context of online
learning. Hence this should become an exchange after which both parties can make more
informed decisions.
Most adult learners are new to this mode of learning. This is an opportunity to provide them with
accurate information and clarify any misconceptions they might have.
Before the Interview
The first step is to communicate the purpose of the interview process to the adult learner in
order to build a foundation of trust. The following script is an example of how this can be
done.
“I am going to ask you a set of questions which will help us determine what
type of ESOL program would be right for you and how the program can
support you. These questions are about your prior schooling experience, why
you want to improve your English, and how you plan to do this. Please be as
open as possible as this will help us better serve you. During this process you
will also learn about online learning and the ESOL program. You will have
opportunities to ask question, too. This interview is going to last
approximately 20-30 minutes.”
During the Interview
The role of the interviewer is to:
• guide the applicants through the interview questions;
• probe for more information where necessary;
• present information about online learning and the program;
• clarify any misconceptions.
The sequence in the protocol should be followed as there is a logic underlying the sequencing of
the sections. However, deviations and improvisations might be necessary to focus back and
achieve the purposes of the interview process. Interviewers can take notes during the process
with the purpose of helping to prepare a better orientation and to identify any areas that the
applicant might need support with in the future. This information will be useful for the
instructors.
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A good interviewer has two qualities: being a good listener and a good facilitator.
Below is a set of general guidelines for interviewing:
DOs…

Listen well and encourage applicants
to expand on significant ideas

Clarify misunderstandings or
unrealistic expectations by providing
useful information on online learning
or about the ESOL program
Provide an opportunity to ask
questions
Ask the question; wait for an
answer, then check the yes or no
box




by saying something like, “I am sorry
to cut you off, but I still have more
questions that we should cover. Can
we go back to where we left off?”
Guide the applicant if he/she is going
off topic,
DON’Ts…

Force the applicant to give an answer if
you feel that he/she is not comfortable
in responding
 Impose your own personal values and
ideas

Allow the applicant to go off topic by
asking unrelated questions
 Ask the probe if the applicant already
provided the information after the main
question
 Lead the applicant to give a yes
or no answer by saying “Yes or
No?”
 Allow the applicant to see this
as a therapy session
Below is a set of guidelines for taking notes




DOs…
Record answers to the questions
Make use of lists if appropriate
Note down your perceptions,
observations, reflections and comments
using brackets [ ] to distinguish them
from what the applicant said
Write legibly because your notes can
be used by other people, like the
instructors or those who are preparing
the orientation




DON’Ts
Try to take notes of everything the
applicant
said
Try to write down full sentences
Write down your own perceptions,
observations reflections and comments
in a way that cannot be distinguished
from the applicants’ answer
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After the Interview
After the interview is complete, interviewers should encourage applicants to:
• think further about the information exchanged during the interview
• think about their own readiness for online learning
• come prepared for the orientation, where they will have more opportunities to ask
questions
The next part includes the background information which explains the purpose of each
section of the interview instrument. The instrument is presented after that on page 8.
IMPORTANT: Please read the background information for each section while referring to the
corresponding questions in the interview instrument.
IV. INDICATORS OF READINESS
Section A: Past Schooling and Self-Study Experience
The questions in this section gather background information about applicants’ past schooling
experience in their home countries and in the US. Although, questions A1-A3 will be gathered
through the SMARTT intake form it is necessary to collect this data during the screening process
as well.
An examination of ESOL applicants’ backgrounds has revealed that they have very diverse
schooling experiences. Some will have education well beyond high school, while some will not
have a high school diploma. Students may be better apt for studying on their own with limited
support as their previous level of education increases; the literature suggests that students may
acquire further learning strategies as they gain more education which will be useful for learning
online (Kahraman, Mallona, Friedman, Kahan, Platt, 2008). Therefore ESOL applicants’
experiences in online learning will be very diverse.
Questions on applicants’ previous experiences with self-study will help you to unearth any
challenges that they might have had studying without a teacher in the past. The questions on selfstudy can also be used as an opportunity to reinforce some of the good strategies that applicants
say they use when they study on their own.
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Section B: Knowledge about Characteristics of Online Learning
The purpose of this section is to provide basic information about characteristics of online
learning and the differences and similarities between this type of learning, traditional mode of
learning (classroom learning) and self-study. Previous research has shown that adult applicants
of online programs have very little to no knowledge about online learning (Kahraman, Mallona,
Friedman & Kuck Jalbert, 2009). The information which compares these different modes of
learning is included as a table in the interview instrument on page 10. Interviewers should
provide a copy of this table to applicants and discuss the information together.
Section C: Goals and Motivation
This section is intended to uncover the underlying forces of motivation. Adult education research
indicates that having explicit goals can be a leading force in motivating adult learners and help
them persist in distance education (Comings et al., 1999). Applicants should be encouraged to
ask themselves “Why am I doing this?” early on in the process. The first question in this section
intends to get at applicants’ life goals. The clearer the applicants are in defining their goals, the
more likely they are to persist (Comings, et al., 1999).
The second question asks applicants how long they are willing to commit to the program. This
can be done by first stating how long the program actually takes and then asking applicants
whether they can commit to the program that long. If for one reason or the other an applicant is
not able to make that commitment, this is a good opportunity to plan together with the applicant
on how the goal of learning English can be achieved.
Section D: Perceptions & Expectations
This section aims to present applicants with information on:
• specifics of the curriculum;
• what can be achieved studying with this curriculum;
• how the program and the curriculum is delivered ( i.e. whether through software or an
internet site).
This section also aims to:
• provide applicants an opportunity to ask questions;
• further encourage applicants to think whether they can benefit from this mode of
learning;
• gain an understanding of applicants’ perceptions and expectations of the ESOL program
and online learning;
• clarify any misconceptions they might have about the ESOL program and online
learning.
Having clear and realistic expectations on online learning and on the specifics of the program
will help students persist (Schunk 1989). Previous research shows that many candidates of
ESOL come to the program with the expectation of improving their oral communication skills
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(Kahraman, Mallona, Friedman & Kuck Jalbert, 2009). It is important to inform the applicants
how this goal can be achieved with this program and this specific curriculum.
The information on the program and the curriculum could be provided in a simple format in a
booklet or a handbook. It might also be useful to give a handout on examples from the courses
and topics and include information on any additional resources that students can use.
Section E: Strengths and Weaknesses
The goals of this section are to have applicants discuss:
• their challenges in learning English;
• their strengths and weaknesses;
• what success means to them.
Other studies have illustrated that students who are confident in their abilities to accomplish the
task and who have the ability to self-assess are more likely to persist (Bandura, 1993; Pintrich &
Garcia, 1991; Schunk, 1991; Schraw and Dennison, 1994).
Section F: Time-Management
This section is intended to cover three major areas:
• how applicants plan to fit studying into their lives;
• how much time is really available for studying;
• whether applicants are able to complete tasks on time.
Successful distance learners are those who have the ability to organize their time in order to
accomplish their goals (Schunk & Zimmerman, 1998; Artino 2008).
The interviewer can start by telling applicants how much time on average per week is required to
study in the program. The interviewer can then help applicants to create a customized time table.
The table does not need to be detailed; it could include general time slots such as mornings,
afternoons, or evenings.
Section G: Supports and Challenges
One of the purposes of this section is to inquire about applicants’ awareness of negative and
positive forces in their lives, which may hinder or contribute to their persistence. Having such
awareness has been presented as one of the factors that help students persist in adult basic
education programs (Comings et al., 1999).
This section is intended also to identify applicants’ willingness in communicating with
instructors and their comfort with asking for help from instructors, peers and others. Willingness
and initiative for seeking help is a crucial factor for student success (Comings et al., 1999).
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INTERVIEW INSTRUMENT
DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Face to Face Interview Instrument for Screening Prospective
ESOL Applicants for Online Education
SECTION A: PAST SCHOOLING AND SELF STUDY EXPERIENCE
The information gathered in this section will help interviewers in administering Section B.
Section B is related to characteristics of online learning. Interviewers can use the information
gathered in Section A to explain how online learning is similar to or different from self-study.
The responses to questions about self-study could also be used as a basis to point out learning
strategies applicants have used and would work well for learning online.
Questions: Schooling
Answers/Observations
A1. Did you finish High School in your
country?
[ ] YES
LEVEL
[ ] NO
(IF NO SKIP TO A3)
[ ] YES
LEVEL
A2. Did you go to College in your
country?
[ ] NO
A3. Have you gone to school in the United
States?
[ ] YES
LEVEL
[ ] NO
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Questions: Self-Study
A4. Did you ever study English
on your own/without a
teacher?
Answers/Observations
[ ] YES
LEVEL
[ ] NO
(IF NO SKIP TO SECTION B)
A5. What did you do to learn?
A6. What did you like about the
experience?
A7. What did you not like about
the experience?
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SECTION B: CHARACTERISTICS OF ONLINE LEARNING
The interviewers should familiarize themselves with the information below prior to the interview. The table
should be provided to applicants as a hand-out. Interviewers should go through the table together with the
applicants checking whether the applicants are familiar with the information. The interviewers can also skip
some of the information depending on the level of knowledge of the applicant.
INFORMATION TABLE ON DIFFERENT MODES OF LEARNING
Face to Face
Online
Self-Study
Space
In a classroom
Anywhere where there is a computer
and internet access
Anywhere
Time
An organized schedule defined by the
institution offering instruction
Any time, self-planned
Any time, self-planned
Teacher
Yes, in the classroom
Yes, at a distance
No teacher
Mode of
instruction
Multiple (books, field trips,
simulations, labs, technology)
Computer, internet (can be
complemented with books)
Computer, internet and
books
Communications
with the teacher
and other learners
Face to face, and sometimes online
Online: through forums, e-mail, chat
room and blog; and face to face on
occasion
N/A
Curriculum
Planned curriculum with assignments
and tasks and associated deadlines to
complete
Instructor controls learning (activity,
space, time, pace, mode of instruction,
curriculum)
Planned curriculum with assignments
and tasks
Self-planned
Learners control learning with
assistance from instructor
Learners control
learning
Feedback
Immediate during classroom
interaction
There is some wait time
No feedback
Support
Mostly face to face; sometimes with
computer, internet; usually direct
Mostly using computer, internet; email, chat, etc…rarely face to face;
might be indirect, i.e. instructor can
guide one to resources for learning
No support
Assessment
Teacher assesses progress with grades
on exams, assignments and tests
Code of conduct
Defined by the institution and the
teacher, usually communicated
verbally
Self-pay or tax payers pay
Usually self assessment of progress;
might be built in the curriculum
software; tests at certain points in
time; no grades
Defined by the institution and the
teacher, some of the same rules in
classroom learning will apply
Tax payers pay; it is not really free
Self assessment of
progress; tests at certain
points in time; no
grades
N/A
Depends on the amount of hours
invested in studying, could take as
much or longer than face to face
Depends on the amount
of hours invested in
studying, could take as
much or longer than
face to face
Control over
learning
Cost
Duration of study
Determined by the institution (one
semester, two semesters)
Self-pay
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SECTION C: GOALS AND MOTIVATION
Questions
Answers/Observations
C1. Can you tell me why you
want to learn better English?
PROBE: Could you share an
example of why it is important
for you?
Tell Applicants:
“This online English course has lessons, and we want you to study 1 lesson each week. You
can finish this course in
weeks.”
C2. Do you think you can stay
in this course and finish it in
weeks?
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SECTION D: PERCEPTIONS & EXPECTATIONS
Provide applicants with information* on:
•
specifics of the curriculum;
•
what can be achieved studying with this
STEP 1
curriculum;
•
how the program, and how the curriculum is
delivered whether through a software or an internet
site.
•
Provide an opportunity to ask questions;
•
Further encourage applicants to think whether they
can benefit from this mode of learning;
•
STEP 2
Gain an understanding of applicants’ perceptions
about and expectations of the ESOL program and
online learning;
•
Clarify any misconceptions they might have about
the ESOL program and online learning.
*This information could be provided in a simple format in the form of a
booklet or a handbook. It might also be useful to give a handout on examples
from the courses and topics and include information on any additional
resources that applicants can use.
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SECTION E: STRENGTHS AND WEAKNESSES
Questions
Answers/Observations
E1. Is learning English hard
for you?
[ ] YES
[ ] NO
(IF NO SKIP TO SECTION E3)
E2. If it is hard, why?
E3. In English, which are your
best skills?
• Reading
• Writing
• Speaking
• Listening
E4. In English, what is hardest
for you?
• Reading
• Writing
• Speaking
• Listening
E5. Which of the skills we
talked about you think you will
be able to do better after you
complete this course?
13
SECTION F: TIME MANAGEMENT
Tell applicants:
“This course will require you to study
Questions
hours every week on the computer.”
Answers/Observations
F1.Are you planning to study
at home or somewhere else?
F2.When do you plan to study?
PROBE: What times, on what
days?
Tell applicants:
“Studying online requires that you are well-organized and that you complete your assignments
and lessons on time.”
F3. Do you usually do things on
time?
[ ] YES
PROBE:
How will you manage your
home and work responsibilities
with your English studies?
[ ] NO
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SECTION G: SUPPORTS AND CHALLENGES
Interviewers should remember that one of the purposes of this section is to assess how
comfortable applicants are in asking for help; thus interviewers should be ready to ask
appropriate follow-up questions if necessary.
Questions
Answers/Observations
G1. Do your friends and
family support you in studying
English?
[ ] YES
[ ] NO
PROBES:
If yes, how do they support
you? Example?
If no, how could they support
you more?
G2. Do you think that you will
have difficulties studying
English online?
[ ] YES
[ ] NO
PROBE: If yes, what are
those?
G3. What would you do if you
have difficulties studying
online?
G4. How would you like your
instructor to support you in
your studies?
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APPLICANT’S SELF ASSESSMENT:
The purpose of this self assessment section is to further encourage students to think about
learning online. The decision regarding students’ readiness should be based on all the
information gathered throughout the interview.
Now that you know a little bit about learning online, this program and the courses, what do you
think about learning this way?
Is learning online for you?
INTERVIEWER’S ASSESSMENT OF THE APPLICANT:
On the basis of the academic and computer skills assessment and this interview please
indicate how you feel about this applicant’s readiness for ESOL online:
IS READY FOR THIS ESOL PROGRAM:
IS NOT READY FOR THIS ESOL
PROGRAM:
Please note below areas where this applicant might need extra support during the first lessons
of the ESOL program, based on the information learned during the screening:
Listening Skills:
Reading Skills:
Writing Skills:
Speaking Skills:
Computer Skills:
Goals and Expectations:
Time Management:
Learning Supports and Challenges:
Other:
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APPENDIX
DEMOGRAPHIC INFORMATION FORM
This information will be gathered later during intake. However, it might be useful to gather this
information at this point for applicants who are being screened out.
BASIC INFORMATION:
First Name:
Middle Initial:
Gender:
D Male D Female
Last Name:
Date of Birth:
MM
/
DD
/
YEAR
Ethnicity: (CHECK ALL THAT APPLY)
D American Indian or Alaskan Native
D Asian
D Black (not of Hispanic origin)
D Cape Verdean
D Haitian
D Hawaiian or Pacific Islander
D Hispanic
D Indian Sub-Continent
D White (not of Hispanic origin)
Country of Birth:
Immigrant: D Yes D No
Mandated: D Yes D No
Interview Date:
/
/
MM
DD
Native Language:
YEAR
Interviewer Name:
Language at Home:
Other Language:
Release of Information Form Signed: (revised 4/1/08)
D Yes D No
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EMPLOYMENT AND HOUSEHOLD:
Employment Status:
D Employed
D Unemployed and Not Looking for Work
D Unemployed and Looking for Work
D Retired or Otherwise Not Looking for Work
D Homemaker
Occupation: (required if employed)
Job Type:
D Full Time (30 or more hrs/wk)
D Part Time ( less than 30 hrs/wk)
D Multiple Jobs
Public Assistance:
D TAFDC (Transitional Aid to Families with Dependent Children)
D EAEDC (Emergency Aid to the Elderly, Disabled and Children)
D Food Stamp Benefits
D EA (Emergency Assistance)
D SSI (Supplemental Security Income)
D None
D Other
Dependents:
D Yes
(If Yes, Dependent Birth Year Required)
D No
Dependent Birth Year:
In School (PreK-12): (Y/N)
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V.
REFERENCES
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Comings, J.P., Parrella, A. & Soricone, L. (1999). Persistence among adult basic education
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Unpublished document prepared for Adult and Community Learning Services (ACLS),
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Schunk, D.H. & Zimmerman, B.J. (Eds.). (1998). Self-regulated learning: from teaching to selfreflective practice. New York: The Guilford Press.
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