This study resource was submitted for evaluation to a group of 4 medical students who are in Italy on a European exchange program. In order to verify its potential for use in independent study, it was complemented by links to supplementary resources such as online dictionaries, support materials on useful linguistic structures. Specific adaptations were made to best serve its purpose, e.g., reference files for self-correction, breakdown of work in individual and group study stages, etc. At the end of the assessment process, a detailed evaluation was requested including positive feedback, suggestions on features to be enhanced or negative findings. Feedback obtained showed a great appreciation for learning based on real-life and problem-solving tasks. In this sense, a number of valuable features were emphasised, such as: the effectiveness in allowing medical learners to become familiar with the necessary disciplinary vocabulary and in use forms; the ability to involve them on several perceptive levels and thus provide an all-encompassing view of the proposed communicative situation; the intrinsic environmental sustainability of the study with digitalised resources. The students’ report on aspects that called for improvement included the absence of audio file transcripts or a related subtitled version which would allow for more in-depth comprehension and vocabulary work. Overall, the feedback pointed in the direction that the task would have a much better impact if implemented in the classroom, as envisaged by the author.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
This is a carefully designed example of task-based learning activity through problem-based learning techniques. In that sense, it is highly motivating with both lexical and practical elements which emphasize learner-centredness. Expected learning outcomes include functional, professional language and communication competence both in the disciplinary field and in general.
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