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Database of Teaching Sources

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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Kahoot – Ads and brochures

Date of Publication

October 2019

Target Group

Students

Domain Area

Tourism

Learning Scenario

Classroom Context

Target Language

English

Language of Instruction

English

CEFR level

B1
B2
C1
C2

Type of Material

Activity/task
Game

Linguistic Features

Vocabulary

Skills

Listening
Critical Thinking
Reading

Description

Through a series of games and interactive practice, students are introduced to revision exercises on the topics studied in class, new vocabulary or simply compete with their colleagues on issues already studied. Since the platform offers numerous types of activities that can make students learn and improve their language and content skills while engaging in healthy competition, it tends to be very well accepted by students. It can be used in different stages of a lesson, depending on the learning goals.
In this particular case, a game with 10 questions was created focussed on the role of Ads and Brochures as a marketing tool in the tourism industry and other industries which also play a role in tourism.
The questions, presented as quizzes or true or false, allow students to focus on content that was previously studied in class. For example, the differences between concepts, acronym meanings or simply the recognition of the right/correct word.

Case study

Leisure Management and Tourism Entertainment (BA)
No of students : 37
The resource has been used with two 2nd year -classes of students and it mainly worked as a follow-up activity on contents previously learnt in class.
The previous class students had all worked on the contents and the game now worked as a way of stimulating them into a healthy competition. They were told beforehand that they would be playing the game and that there would be a podium.
Using Kahoot was one of the high moments for students. It made things more dynamic and interactive. After it was over we took a photo of the podium and it was uploaded on Moodle for the whole students to remember it.

Guidelines

This needs previous preparation from teachers who need to elaborate on the different quizzes.
Firstly, the students are introduced to new vocabulary and content.
Secondly, the teacher prepares the quiz and uploads it.
Students should have access to both their computers and mobile or tablets and must be familiarized with the topic. This is a way of combining learning with having fun and healthy competition.
This quiz can even be used as an assessment tool.
Possible follow-up exercises:
Students revise the concepts/ questions they got wrong.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

4

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

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

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

4

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

4

Comments:
The site is user friendly and provides teachers with endless possibilities. However, it requires time and dedication so that the quizzes or activities can be meaningful.
In this specific case, students had been taught new concepts and vocabulary on advertising, publicity, and marketing. Before moving on to a formal assessment moment this kind of activity allowed them to have fun whilst being aware of their knowledge.
Personally, this type of resource should be used more often as it allows teachers to direct the topic and content that they have taught in class and it is faced by students and a lighter, but effective, way of learning or revising content.
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