1. This resource was used with a class of 25 students attending the second year of the degree course in Languages for International Relations. The whole activity involving this resource was implemented within a flipped classroom context and as formative assessment, since the students used the resource and produced a written text at home, prior to the lesson where we went through the dos and don’ts of formal writing and checked their work to see what needs to be improved.
The students were assigned the task via the platform used by the university. The task involved different steps, the first two using the resource in question and the third one, in which the students wrote a covering letter and submitted it in the platform.
Then, the following lesson was dedicated to eliciting what they had learnt regarding formal writing as well as to checking their work and saying how it could be improved to fit the demands of formal writing. We also went through some common spelling and structural mistakes found in their assignments, so that they are able to perform better in their next assignment: a letter of request.
The whole project was motivating for students, who found both the interactive activities and the work done in class very useful. The real effectiveness of this project, however, will only be seen when the students write their next assignment.
Although it was used this way, this resource could also be the perfect drive for the development of a project initiated in class and finished at home.
This resource can be used to practise or consolidate the structure of a cover letter and related vocabulary.
After presenting the students with some cover letter models, they are asked to go through the activities provided in the aforementioned link. Explain to the student they must go through each activity in the order mentioned. First, they do a matching exercise, then a multiple-choice exercise, and finally a gap-filling exercise (lexical cloze). students follow the different steps, and they immediately get feedback on their answers after completing the different steps. The teacher can also decide to project the activity and then, all together, students can answer and choose the best option.
Follow-up activity: students can write a cover letter, in reply to a selected job advertisement, applying thus the formal language they will need when they apply for a job.
Students/learners just need to follow the different steps of the activity and check their answers.
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 resource matches both lecturers' and students’ needs. It supports teachers in their lessons as a way to provide them with a hands-on resource concerning the topic of job applications and writing cover letters. Learners can also use this resource autonomously and in a very easy way. They can assess their own progress as they are given the chance of checking answers.
This resource has huge potential as regards its transferability and possibility to be used/applied in other languages as the idea can be easily replicated in more than one language, depending on who the target employer is.
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