Here are the resources for Open Forum 3. Download and print the worksheet for the chapter you would like more practice with. Then download the listening. Open Forum 3 Student Book book. Read reviews from world's largest community for readers. Open Forum is a three-level comprehensive series for the develop. Open Forum 3: Student Book by Janie Duncan, , available at Book Depository with free delivery worldwide.

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Open Forum Conversation Course 1 Blackwell Angela Student's book Blackwell Angela, Naber Therese. Open Forum 3. .pdf. MB. students improve their listening and speaking skills in preparation for their future As one of a three-level series, Open Forum: Book 2 is for the. Open Forum Student Book 3: with Audio CD [Janie Duncan, Amy Parker] on *FREE* shipping on qualifying offers. Open Forum is a three-level .

The pre-intervention online survey asked students about their understandings of the nature and purpose of feedback as well as their motivation for learning Spanish, perceived strengths and weaknesses, learning goals and motivation to achieve these goals.

Space was also provided for comments. Interview data comprised minute semi-structured interviews with students, which they had the option of completing either face to face or by phone.

Questionnaire data were analysed using descriptive and statistics while interview and documentation data were analysed using thematic content analysis. Intervention The intervention involved three written assessment tasks: 1.

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Table 1 shows how the practice tasks provided an opportunity for students to receive formative feedback before completing their in-class writing assessments. Table 1. In-class and practice writing assessment tasks. The feedback loop writing task. While specific feedback was only provided on the nominated focus areas Fig.

A similar process was used for the in-class quizzes, where students were required to self-assess and nominate focus areas in order to receive specific feedback. T would provide solutions to the revision exercises online but students needed to attend class if they required more detailed explanations.

To aid revision students were encouraged to circle and annotate errors, rather than write in the actual corrections. Table 2. Technologies used for the intervention.

However, rather than submitting hard paper copies as they would have done in the past, students were required to scan and upload their texts to an e- portfolio located on the LMS.


Students had the option of seeking clarification of feedback online in the LMS or in class. In summary, the intervention was designed to encourage students to take greater control of their learning, through routinely involving them in self-assessment and prioritizing their own learning needs, as well as to take more responsibility for their learning by requiring them to reflect on if and how they have acted on the feedback provided.

Technology was used to allow feedback to be stored in a central location so that progress could be tracked over time. Results Sixty students completed the pre-intervention survey.

Only 50 students actually completed the semester. Seven interviews were conducted by phone, two face-to-face and two by email both had travelled overseas. Responses to the pre-intervention survey Appendix 1 showed that respondents were studying Spanish out of personal interest 37 for their career 20 , because it was a course requirement 20 , or for travel Students were permitted to select more than one response.

If there are no mistakes, what would make it even better. Hence, as might be expected with any change that challenges traditional understandings about teaching and learning Carless, there was some resistance to the idea of receiving feedback that was less than comprehensive.

Open Forum 3 Student Book: Academic Listening and Speaking

However, when T explained that it was more effective to work on a few things at a time than try to fix everything at once one of the students approached her after class to tell T how empowering this insight had been for her.

Nonetheless, two of the nine students interviewed post-intervention continued to express a preference for comprehensive feedback. It is interesting that, while the assessment criteria for the writing tasks were form i. Usefulness of feedback. Uptake of feedback. It helped clarify areas I needed to improve and spend more time on [survey]. However, this student admitted that she rarely acted on her feedback, writing: I like to live dangerously [feedback loop sheet].

Learner role. Making us analyse our own work and areas where we thought needed attention held us accountable for our own mistakes and what we thought would be the best way to help ourselves work through it.


Purpose of self-assessment. The increased value attributed to self-assessment was confirmed during interviews: [self-assessment] made me more self-aware. T also reported that, prior to the intervention, students barely glanced at their feedback before putting it away. In contrast a marked hush would fall over the room whenever work was returned while students studied their feedback and compared it to their self-assessments.

It could be argued that the higher levels of engagement with self-assessment as well as increased uptake of feedback is likely to have resulted in a better understanding of the expected quality and standard and hence, improved levels of self-regulation self-reflection. However, unfortunately, T reported that significantly fewer students submitted drafts for feedback than in the past.

Facility with technology. T reported that while some students readily adapted to scanning and uploading their work, others opted to take a screenshot or photograph and submit it as an email attachment instead.

However, unfortunately, T experienced difficulty with opening some of these file formats.

The premise of written feedback is extremely useful, and allows me to improve so much more, I just wished I was able to get that, as Canvas did not allow it [survey]. However, At least one student was resistant to the idea of electronic marking and feedback per se.

I always prefer correction on paper than with new technologies, esp. Tracking progress. I completed more of the written exercises in the textbook and submitted them on Canvas for marking this year. This was influenced by knowing that I would receive feedback on that forum [survey].

I loved that I could see my progress. E-portfolio a great idea [survey]. I was able to view it all in one place [and] to go back and check on previous feedback [survey].

On the question of teacher workload, although fewer students submitted drafts, the number of steps involved in accessing, annotating and returning student work Table? In summary, it was generally easier for students to submit hard copies often written last minute on a scrap of paper and easier for T to annotate work and return feedback prior to the intervention.

Hence, Henderson, et al. Steps in marking process. Accessing student 1. Unfortunately, this question was not included on the online survey. Furthermore, following the perceived success of the intervention, this approach has been extended to intermediate-level classes in a number of other languages French, Japanese, and Chinese within the department. While the study did not employ a validated self-regulated learning SRL tool there is nonetheless evidence that the intervention lead to increases in learner agency and self-regulation.

Furthermore, the more targeted approach to providing feedback appeared to go some way towards improving uptake and reducing wasted effort in terms of unwanted feedback. However, in the cases of a highly motivated student the provision of such feedback would need to be contingent on demonstrating that they have acted on all aspects of the feedback provided. The e-portfolio contributed to feedback literacy by providing a central location for writing samples and feedback where both teacher and students could track development or lack thereof over time.

Use of the e-portfolio also appeared to increase learners awareness of and engagement with other assessment-related information which was available within the LMS e. Furthermore, the opportunity to seek clarification of feedback anonymously within the LMS permitted greater engagement from learners who may be reluctant to put their hand up in class.

Unfortunately, difficulties with the scanning technology meant a number of students potentially missed the opportunity to get feedback on draft writing tasks. Students would still be required to go to their e-portfolio to access their feedback and monitor their progress.

Open Forum 1: Student Book

However, this issue could essentially be resolved by providing feedback on hard copies before scanning and uploading see above. Open Preview See a Problem? Details if other: Thanks for telling us about the problem.

Return to Book Page. Open Forum 3 Student Book: Academic Listening and Speaking by Amy Parker ,. Angela Blackwell. Open Forum is a three-level comprehensive series for the development of essential listening and speaking skills.

The diverse listening selections-including lectures, radio interviews, news reports, and monologues-ensure a high level of engagement and discussion.

In addition to the listening and discussion practice, Open Forum offers vocabulary and pronunciation strands tha Open Forum is a three-level comprehensive series for the development of essential listening and speaking skills. In addition to the listening and discussion practice, Open Forum offers vocabulary and pronunciation strands that develop naturally out of the content.

Get A Copy. Paperback , pages. More Details Original Title. Academic Listening and Speaking Grammar Sense. Other Editions 1. Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Open Forum 3 Student Book , please sign up.

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The current study involved intermediate level students who have a reasonable grasp of metalinguistic terminology. The EAA only applies to schools that meet a three-part test.

Intervention The intervention involved three written assessment tasks: 1. Guidelines, strategies, and practice in writing for academic success.

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