Bytes report after 4 groups 2015

C7facets ‘English
Map Power-
course’
Training Report
for Bytes, 2015
Overview of the English Map Power-course
The results and some remarks after completing the English Map Power-course
with 4 student groups at Bytes People Solutions.
Written by J.H. Stander
c7facets@gmail.com

C7facets ‘English Map Power-course’ Training Report for Bytes, 2015
  
The English Map Power-course  1
C7facets ‘English Map
Power-course’
Training Report
for Bytes, 2015
Overview of the English
Map Power-course
The English Map Power-course
The English Map Power-course is divided into 5 Themes. The
course is started with an introduction to a short history of
English as a language and the concept of ‘Englishes’ and its
worldwide trend presently. The aim is to instill and inspire
confidence in students having to use English as a second or
third language.
Then the whole of English as a language is divided into four
aspects. This is done so that students of English can determine
where an aspect fits into English as a language when
discussed. It removes the feeling of being on a small boat on
the open seas without any sense of direction that 2nd
and 3rd
English language learners experience so often.
Theme 3 deals with the English Map itself. This is a hands-on
model that can be applied straight from the mind, is ‘water-
tight’ in its application when using English and provides a
solid foundation for any future engagement with English as a
language.
Impressions of
Students on
the English
Map Power-
course
  
“Thank you. You have
given me hope in life
because change is the
end result of all true
learning. I have found
my way.”
“The course was very
‘brain-feeding’. I learnt
a lot.”
“It was good and I have
learnt many new things
that can help me for the
rest of my life.”
“I’ve learnt a lot. My
English has improved.”
“The experience was
fruitful. The English
Tenses have been eye-
opening in the way
we’ve used them. This
course would be …
great if it could be
taught in schools as
well.”
“The course has been
very helpful and
educational.”

  
Students learn to apply the English Map model in various kinds of sentences with Theme 4.
Theme 5 serves as a fine-tuning of English skills: South African context elocution errors are
corrected; students are taught the rules of concord (singulars
and plurals); the choice of the right tense to be used within a
specific form of communication is explained.
Methodology for Generating Results
A test is written before the model is dealt with. The results of
this first test indicate the understanding students have of Tenses
before the model.
Directly after the model exercises are done where the students
have to apply their newly acquired tenses skills. An average is
calculated for these exercises.
After Theme 5 they write a final tenses test as well as deliver a
speech. This test consists of two sections: Section A deals with
Tenses and counts 55 marks. Section B tests some Figures of
Speech and counts 15 marks. A percentage is given for Section
A, which shows the students’ understanding of tenses after
some time has elapsed since having engaged with the model.
When the percentage of the last test (after the model) is
compared with the percentage of the first test (before the
model), as well as measured with the average for the exercises, a
performance difference in percentage can be clearly established.
Finally, once the final tests have been marked, the trainer hands
them out and then assesses it in detail with the groups. By doing
this a final opportunity is given to the students to see where
they have still made mistakes etc. Also, the trainer demonstrates
here once again (as has been done when the exercises have been
marked), the thought processes to be applied when utilizing the
English Map.
Impressions of
Students on
the English
Map Power-
course
  
“I was very pleased
with the whole course.”
“He is very good at
what he does. The
course is very useful
and helpful.”
“... it was an eye-opener.
It made me see English
in a different way …I
am now willing to go
out there with
confidence … I wish
there could be more of
this… ”
“This course improved
my pronunciation of
words and … accent to
be better.”
“The instructor was
relevant and fluent with
explanations…”
“The instructor is
excellent in his work…”

  
Results
Group 4:
(Read the interpretation of these graphs at the end of the Graph for Group 7.)
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
%
Amount of Learners
Chart Title
Tenses Test before model /%
% for exercises after model
English Map Test: Tenses after Model %
-30 -20 -10 0 10 20 30 40 50 60
1
4
7
10
13
16
19
AMOUNT OF LEARNERS
%
Performance Difference in %
between 1st test and final test

  
Group 5:
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
%
Amount of Learners
Group 5: Differencesin performance before
and after the EM model
Tenses Test before model %
Exercises %
English Map Test: Tenses section after Model %
-10 0 10 20 30 40 50
1
4
7
10
13
16
19
22
%
AMOUNTOFLEARNERS
Group 5: Difference in Performance
for Tenses Test before / after model

  
Group 6:
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
%
Amount of Learners
Group 6: Differencesin performance before
Exercises %
-10 0 10 20 30 40 50 60
1
4
7
10
13
16
19
%
AMOUNTOFLEARNERS
Group 6: Difference in performance
for Tenses Test before / after model

  
Group 7:
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
%
Amount of Learners
Group 7: Differencesin Performance before
Exercises %
0 10 20 30 40 50 60
1
4
7
10
13
16
19
%
AMOUNTOFLEARNERS
Group 7: Difference in Performance
for tenses test before / after model

  
Interpretation of Graphs for Group 4, 5, 6 and 7
First Graph
The first graph shows the difference in the understanding of Tenses before the English Map
model, directly after it had been taught and then applied to exercises, finally when harnessed in
the final Test after the whole course had been taught.
According to Graph 1, immediately after the model, the students’ understanding of Tenses
increases drastically when they apply their new knowledge to changing sentences into
Questions, Negatives, Question Tags, Passive Voice, Probability sentences and Reported
Speech. For example, an increase of up to 69% is recorded for person number 19, Group 7, on
the graph.
Second Graph
The second Graph shows the percentage difference in performance between the test written
before the model had been taught and then after all of the course material.
A general drop in marks between the exercises’ average and the final Test’s average – the
Tenses section - at the end of the course, was recorded for each group. The Evaluation Reports
provide some insight as to why this happens: students state for instance that more time should
be spent with them, the course having too much information in too little time to assimilate.
Another reason can be that the new information takes time to be absorbed and practice to
master it competently. It has to do with a whole new way of thinking, other than the ways
which had been taught in schools. Some catch on faster than others. The fact that they do so
well with the exercises directly after the Map model had been taught, shows that the
information is fresh in their minds and therefore they apply it more accurately.
Averages
The average for the first test before the model for these four groups, is 37.75%. After the model
the average climbed to 61.75% for the exercises, showing an increase of 24% average in their
understanding of Tenses. The average then dropped to 56% for the final test, Tenses section, a
decrease of 5.75%.

  
Conclusion
According to the Graphs the results show a significant improvement in the understanding of
English Tenses. The English Map though is to be applied by each individual on a daily basis in
order to grow and improve personal skills.
Recommendations
The course can be expanded further to include Business English as a Soft Skill.
According to most students the content entails a lot and demands more time to
be digested.
This course will be a great bridging course for an increased understanding of
English as a language, which is necessary for all subjects. Therefore it is
recommended to be used to enhance all participants’ and trainees’ language
skills.
Even trainers will benefit from the course. Many language mistakes made by
trainers have been picked up during the trainer’s involvement at Bytes. With a
little fine-tuning the quality of English communication - and training therefore -
can be significantly enhanced.
It is recommended that a division is started for English communication
having it as a prerequisite for the studying of any subject at Bytes. Many trainees’
language skills are not on par, which can result in a couple of issues later:
A. If reports have to be written to their managers or supervisors at the place
where they are employed, much frustration will be averted if their
English language skills don’t have to be edited – a frustration that the
trainer’s brother had to endure as a head of a department at Deloitte &
Touche.
B. Also, much of what the trainees learn at Bytes has to do with direct
contact with the public. When one works with the public, one has to
communicate fruitfully, leaving no room for misunderstandings. Thus, for
all companies concerned, better communication will result in favorable
impressions, causing better business.
A course for instructors to train this course will do very well. There is a
tremendous need for a proper understanding of English, more than people
would be willing to admit. Yet, once they are in such a position where they
become aware of their lack of English skills (getting in touch with their need
for it), they welcome any help.

  

Bytes report after 4 groups 2015

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (8)

Ähnlich wie Bytes report after 4 groups 2015

Ähnlich wie Bytes report after 4 groups 2015 (20)

Bytes report after 4 groups 2015