ESAP for Mathematicians – Harnessing Student Voice to Improve Engagement

Laura Connolly and Livia Pataki

University of Reading (UK) and Nanjing University of Information Technology and Science (China)

Abstract

Engagement, interaction and improving grades are all key considerations for teaching any group of learners. This case study focuses on the teaching and learning of a cohort of Mathematicians studying English for Specific Academic Purposes on Part 1 of their dual award degree with NUIST (Nanjing University of Technology and Science) and the University of Reading.

Background

During lockdown, the engagement, and overall grades for the ESAP- Maths cohort of students was relatively low in comparison to other majors. The classes were delivered online, and a need was recognised from management to adapt the teaching approach and attain student feedback to feed forward to the improvement of the delivery and outcomes of the course.

Objectives:

This online symposium will shed light on the techniques and methodology that was used to adapt the teaching approach without compromising the core syllabus or learning outcomes but accommodating ESAP students in an online learning environment.

The online symposium will highlight a set of online tools, techniques and applications that were used to encourage higher levels of participation, engagement, and interaction during class time, which resulted in high achievement and success rates.

By exploring frequent feedback that was sought from this cohort of students the presenters will display various approaches and techniques applied and this was fed forward to the teaching style and delivery of the classes online.