Innovation in Language Learning

This case report recounts the experiences of first year higher education engineering, business information technology, business administration, nursing and activity tourism students (N=412) who participated in a pilot online English proficiency test delivered via the Moodle learning platform. On entering universities of applied sciences, undergraduates are expected to possess level B1-B2 proficiency in English according to the Common European Framework of Reference for Languages. This level states that the students are able to use all four English language competences independently in their professional fields and the interdisciplinary context. Based on the results of the test, 20% of the participants were advised to attend a multimodal online English refresher course. These results were similar to pen and paper test results held previously, suggesting that the implementation of the pilot succeeded.

The test consisted of five sections: vocabulary and grammar, written and spoken production, and listening comprehension. The vocabulary, grammar and listening sections involved multiple choice questions. In the written section the students wrote a text answering the question “What is professionalism in your field?” and in the spoken section the students recorded their perceptions of student life inspired by an amusing meme. Moodle corrected the multiple-choice sections automatically and the remaining two sections were assessed manually. The participants were also required to provide online feedback in Moodle after completing the test.

The data consists of the feedback provided by the participants and the researchers’ observations when the tests were held. Our research investigates the experiences of the first year students of completing the supervised test online. Thus the research employs an ethnographic approach where the researchers are both test designers, supervisors, and observers. This research is particularly timely in Finland since the high school matriculation exams are gradually being digitalised.

The initial results indicate that the students had a positive attitude to modern means of assessing language proficiency. Moreover, although the students were anxious about speaking English they recognised the work based need to assess their oral competence. The listening comprehension section was considered easy by the participants empowering them since they realised they had mastered at least one competence. The students found writing challenging, particularly those who had not produced written texts for a long time.

This case study reveals students’ positive attitude to evolving pedagogical practices and to acquiring 21st century skills needed in working life.