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 plataform offers numerous types of activities which 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 case a game with 14 questions was created focussing on the concepts of culture, cultural diversity, stereotypes and representations.
The role of stereotypes and representations in the tourism industry had previously been discussed in class by using different texts and videos. As such, the quiz was used a a way of checking the students’ knowledge on the topic.
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 different cultures, examples of representations, well-known stereotypes, etc.
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
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 culture, cultural diversity, stereotypes and representations. 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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