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ENGAGING STUDENTS THROUGH PEER FEEDBACK TO BOOST LINGUISTIC PROGRESS AND CAREER AWARENESS Ms Jessica Mason Dr JC Penet Why such a project? Use 1st Year French module to enhance careers awareness amongst Stage 1 students + linguistic objective 2012-13: 1st phase of project Students had to complete tasks on careers-related matters in French via the e-Portfolio. FReE (French e-Portfolio Employability)Tasks Developed in collaboration with the University’s Careers Service and the Learning and Teaching Unit (QuILT); Linked with module’s activities or Schoolwide events but always careers/employability related; In French (encourage ‘code-switching’) Project evaluation 2 questionnaires - S1 questionnaire - 78% response rate; - S2 questionnaire - 70% response rate (7/10 questions similar to S1 questionnaire). Findings Issues highlighted by S1 and S2 questionnaires: 1. Most students found it difficult to come to terms with the e-Portfolio and/or to see the point in using it at all; 2. Students found it easier to see the linguistic interest of tasks than their potential re careers awareness; 3. Some students lost motivation in S2 Need for Current Project Introduce element of peer-feedback by asking Final-Year Students to review FirstYears’ FReE Tasks Benefits: More feedback (linguistic and content-wise) – sustained motivation; e-Portfolio as social network (becomes more ‘relevant’); Increased employability for team of FinalYear Students 1. 2. 3. Outcome Partial results so far. Questionnaires commissioned as last year will highlight areas to improve. First Years have one-to-one contact with final year students to improve language aptitude and career awareness Final year students revise key points and improved work experience. Students’ Involvement FReE Team was born! NWE scheme. Employability Final Years much improved employability skills o Responsibility and independence within the project o Developing management style o Refining leadership skills which are useful to mention when applying for graduate jobs Attainment First Years seem to respond well to one-to-one peer feedback with Fourth Year students Open channels of communication between years within School Improved language attainment Encourages reflection and structured independent learning Student Feedback “Thank you very much for my feedback regarding my FReE Task. It has certainly improved my confidence.” “Thank you again for your feedback... It was very useful. I will apply it to my writing in the future.”