Positioning students as active participants in scholarly practices that facilitate professional competences.
Our challenge
While the benefits of active learning is generally understood, there is less understanding of how active learning can be facilitated effectively, particularly with students coming from markedly different educational backgrounds in which they typically passively receive information from lecturers.
Our solution (approach)
On MA Applied Linguistics and TESOL, this was (and still is being) addressed in various ways, including:
Embedding active learning in module (re)design
Lesson planning exercises, teaching practicals and reflection, video-based analysis of real-life teaching and learning (in and outside the classroom) and language testing, relating theoretical concepts to own contexts (in classes, on Canvas, in assessments), online collaborative discussions.
Programme-level innovation curriculum design
I led on the development of three new programmes that will replace MA Applied Linguistics and TESOL in 2026: MA TESOL, MA TESOL and Intercultural Communication, MA TESOL and Digital Technology. I created opportunities for interdisciplinary study and systematically embedded active learning through curriculum design, teaching methods and assessment strategies of these programmes. There are a series of very practical workshops on modules across these programmes.
I worked with SSC and colleagues to identify common challenges for international students. Worked with INTO and Academic Skills Team to design active workshops for students that help students to develop core academic competences. I embedded these workshops into the curriculum of a compulsory module in 2022.
Facilitating active learning in assessment feedback practices
In feedback for mid- and end-of-semester assessments, I informally refer low-achieving students to the most appropriate support service (e.g. INTO, Writing Development Centre). I pass their names to support service staff (with permission) then track their engagement and subsequent progress.
The impact (results)
“Being in Chris’ modules has been the most pleasing part of my MA so far. As an international student, he has helped me deal with everything along the way. Studying with him has been a pleasure.” (TEA nomination 2022)
Referring students in feedback has resulted in fewer students failing modules and the programme, and very positive PTES results for feedback and support.
PTES:
Student satisfaction for academic support: 92.5% (2023/24), 100% (2024/25)
Feedback on my work has helped my learning: 90.3% (2023/24), 88.2% (2024/25)
Lessons learned
Although many students may be used to a more passive approach to learning – and it may take time to move away from this – they are generally very happy to more actively engage with new ideas both inside and outside of classes.
For this to work, however, active learning must be carefully embedded in module aims, teaching methods and assessment. If active learning is not linked to all three, students will lose motivation to actively engage with materials/activities/new ideas.
Students typically feel very empowered when they engage in activities that involve relating theoretical concepts to their own experiences/contexts and discussing this with students from different backgrounds. This enables cultural diversity to be a resource for critical reflection and learning.
To help students actively engage with support services (e.g. INTO, Academic Skills Team, Academic Writing Centre) requires a close working relationship. I had to become familiar with support service staff and understand the affordances and limits of what they can offer. Also, my understandings have to be updated regularly. It is also important for students to become very familiar with these services. Consequently, I have staff from various services come to induction week to meet students in person. They also come at various strategic points of the academic cycle to remind students of what they can offer.
I also learned that the students that take initiate themselves to actively engage with support services are typically strong students who want to achieve even higher marks, whereas weaker students who are struggling tend to engage very little with support. Consequently, to encourage weaker students to engage, semi-formal referrals in feedback and follow-up emails are needed.
Tips for colleagues
- To encourage students to actively engage with support services, we have to actively engage with them too.
- Active learning must be carefully embedded in module aims, teaching methods and assessment – and in the aims of the programme more broadly.
- Try to see students diverse backgrounds as a resource for learning and active engagement.
Skills and attributes
Students were able to develop the following attributes:
Education for Life Strategy
This case study reflects the following aims of the Education for Life strategy:
- Equity: To provide a core, universal offer for all students, including tailored provision where needed, to ensure equity of access, experience and in outcomes for all, regardless of background, identity, nationality, location or mode of study.
- Encounters with the Leading Edge: To put at the heart of our curriculum and learning experiences, encounters with our world leading research and the leading edge of industry and practice.
Authors
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Dr Chris Leyland Senior Lecturer School of Education, Communication and Language Sciences |