Individualized Self-Study in an Oral
Skills Intensive English Program
(IEP) Course
Leah Kronick and Crystal Rose
Overview:
1. Background
2. What did we do and why?
3. Student feedback
4. Future suggestions and follow-up
Background
● Spring 2014
● Minnesota English Language Program (IEP)
● Level 2, Intermediate Oral Skills courses
What did we do?
● Introductory Activity
o Reflect on how ss feel about speaking English
o Reflect on English use outside of classes
● Ongoing Homework Assignment (Out-of-Class Activity)
o Success Journals
o Bi-weekly video reflections
● In-class activities
o Discussions
o Creating practice activities that target specific outcomes
Why did we do it?
Goals of Assignment:
● Students will be able to articulate their personal learning goals (listening
and speaking).
● Students will be able to explain how practice activities will help them reach
their learning goals.
● Help students become self-directed learners
● Help students gain skills necessary to become life-long learners
● Help students monitor progress in speaking and listening
● Allow students to guide their own learning, focusing on outcomes/skills
they value most
● Allow students to target outcomes based on their proficiency, strengths,
and weaknesses
Student feedback
● Midterm and end-of-semester surveys (using
Google forms)
● Student Rating of Teaching
● Informal comments/ discussions
Student feedback
● End-of-semester surveys:
o “How helpful did you find the Success Journals to be in relation to
your English learning” (choose one)
Student feedback
● End-of-semester surveys:
o “This assignment helped me...” (choose all that apply)
Student feedback
● End-of-semester surveys:
o “Which of the following is true for you?”
Student feedback
● Written comments:
o “I think it’s a great success and it should be continued in the following
semesters.”
o “Though you are tired, I think you should check the journals every
day…”
o “I think it was the best thing because it can give you motivation to
learn English more.”
o “...it was the best because it encourages us to practice English in
public.”
o “I think it’s unhelpful. You can do it, but a little bit different, like give
some survey in order to include it in your journal and also some
activity.”
Future Suggestions and Follow-up
● Clarity and Specificity of Directions
● Modeling/ scaffolding
● Online journals
Thank you!
Leah Kronick
kron0062@umn.edu
Crystal Rose
rosex466@umn.edu