English for Specific Purposes (ESP) For Young Researchers Winter Training. Petrozavodsk, Russia

Transcription

1 GISTECH-I BUSINESS DEVELOPMENT WORKSHOP & COMPETITION FINALE 1 February 1 - February English for Specific Purposes (ESP) For Young Researchers Winter Training Petrozavodsk, Russia in collaboration with Petrozavodsk State University Executive Summary Training Evaluation Written by: Liudmila Mikhailova, Ph.D. Director of Evaluation 1776 Wilson Blvd., Suite 300 Arlington, VA 22209

2 EXECUTIVE SUMMARY 1 EXECUTIVE SUMMARY s English for Specific Purposes (ESP) for Young Researchers Training With support from Petrozavodsk State University, organized an English for Specific Purposes (ESP) for Young Researchers Training February 1-10, 2013 at a quaint retreat outside of Petrozavodsk. Twenty-five undergraduate and graduate science students representing the 20 Research and Education Centers established at Russian universities under the joint US-Russian Basic Research and Higher Education (BRHE) Program took part. In the framework of the BRHE program, has conducted 12 full-immersion English language trainings and taught over 705 young researchers in Russia since Participants received a mixture of English and science classes all geared towards practice and building confidence in exchanging scientific ideas in English. A mock scientific conference serves as the final project, providing the opportunity for students to display their enhanced English language skills as well as practice presenting scientific material in front of an audience. Students, teachers and scientists also engage in organized extracurricular activities such as scientific themed panel discussions, sports and creative writing. These free-time activities enhance students learning experience and maximize their interaction with native English speakers. The 2013 Winter ESP Training outside Petrozavodsk will be the last funded through the BRHE program. However, s English for Specific Purposes (ESP) for Science and Technology initiative (which originated and was honed through the BRHE trainings) is still active. Currently, has ESPs scheduled in Georgia for spring 2013 and strong leads in both Russia and Southeast Asia for 2013 as well. --I know about this camp from my friends, for a few years and I try to participate but there were many people who wanted it too. All of them said that atmosphere and teachers in this camp help to break the language barrier. All the students had enough vocabulary to speak but due to consistent constraint and fear to make mistakes they did not speak. After two days in the camp, all of us tried to speak in English even when there were no teachers around. --Tatyana Kundozerova, Petrazavodsk State University --This camp is a great opportunity for me to raise my level of English and to practice in presentations. I have met new friends, I know now what part of science they work and I ll write to them if I need their help in their field of expertise. This camp is the only camp in Russia where you can practice your presentations in English and receive feedback from native speakers. Egor Byzov, Samara State Aerospace University Director of Evaluation conducted a formal end-of-training evaluation. All 25 students were interviewed in three focus groups where students were asked to provide their feedback and to talk about their experience in the camp. Following the anecdotal evidence collected during five hours of

3 EXECUTIVE SUMMARY 2 formal interviews, class observations and interactions with students and teachers, an end-of-evaluation survey was launched and filled out by students with a 100 percent response rate. The interview and survey questions were designed to collect qualitative and quantitative data in light of three major goals outlined for the English Language training camp: 1) to teach students how to construct and to make scientific presentations; 2) to coach students on public presentation skills and elevator pitches, and 3) to increase students level of confidence to speak English. The results presented below are based on qualitative and quantitative data analysis from interviews and survey responses. Answering the question how valuable the classes were for increasing students knowledge about U.S. science, U.S. culture and the American people, 92 percent of students answered cumulatively that the classes were very valuable or valuable for increasing their knowledge on U.S. science and U.S. culture; 91 percent stated that the classes were very valuable or valuable for learning about U.S. communication styles and 100 percent for learning U.S. presentation styles. Students were also asked to rate how valuable the in-class and out-of class activities were for preparing for their final presentation. Answers below illustrate students rating the activities as very valuable or valuable : 100% -- Elevator pitching practice 92% -- The extra-curricular activities 92% -- One-on-one consultations 88% -- Home assignments The following statements illustrate the level of satisfaction with the English Language camp and the learning outcomes obtained: 100% -- found the speakers to be engaging and knowledgeable 100% -- stated that their English Language competency was improved 96% -- emphasized that the they improved their ability to structure and give an oral presentation in English in their scientific areas of research 96% -- highlighted that the ESP improved their ability to participate effectively in international conferences 96% -- confirmed that they would recommend the ESP training to others 96% -- agreed that their expectations for the ESP camp were fully met Students were asked to describe what the Winter English Language Camp meant to them. Below is a wordle visual presentation of how the camp was characterized by students.

4 EXECUTIVE SUMMARY 3 Anecdotal evidence and survey responses proved a high level of students satisfaction with the camp, its components and separate features. Students confirmed that in addition to in-class work, they enjoyed indoor and outdoor activities, including playing billiards, skiing, and playing volleyball in snow all of it, as they concluded in interviews, helped them to make new friends. Survey results showed that students, as illustrated below, rated their overall experience with the camp cumulatively as excellent, very good or good: 96% -- The balance of science and the general language classes 58% -- The ESP length of the camp 100% -- The facilities and accommodations in the camp 100% -- Food in the camp 96% -- Sports and other social activities outside the classrooms 100% -- Opportunities to make friends and build networks Based on survey results, students highlighted a wide range of professional benefits that they gained from the English Language Camp. Those benefits included: improving the level of spoken English; practicing how to make presentations; better understanding of native speaker s speech; gaining knowledge about different science fields; building confidence to present at international conferences; gaining new knowledge about international science; training with native English speaker; improving vocabulary; gaining new knowledge about U.S. and Russian higher education; learning about U.S. presentation styles; how to make elevator pitch; how to prepare a scientific report; the importance of being patient and communicating well; and establishing new contacts and making friends. Some quotes from students about the English Language Camp --It started like a usual camp 25 people, 5 teachers, games and fun. The only one thing that was different the language! It s a language of freedom and liberty because if you know it, you can access independently mass-media and read papers. By the end of this camp, I started thinking in English! I open my eyes in the morning and do not think хороший день but it is going to be a good day! - Alexander Mikov, Petrozavodsk State University --The English camp for me is an open window to international conferences. It is an opportunity to converse and communicate with native speakers. At the same time, it expended my knowledge about life in other cities of Russia. It forced me to continue improving my level of English. I would like to thank for this opportunity it is much more than just learning English! Mihail Gusev, Bauman Moscow State Technical University --I came to this camp to improve my English and meet a lot of interesting people all of these two goals are successfully done. Pretty clever teachers and interesting lectures make me feel gratefulness. I am very glad to visit this camp. It leaves me bright memories and some new knowledge. A lot of information is given by teachers was new for me and exciting I visit all lectures with great pleasure. Thank you for this possibility. --Anna Evgrafova, Perm. Institute of Continuous Media Mechanics Ural Branch of Academy of Science post-graduate student

5 EXECUTIVE SUMMARY 4 Students had opportunities to brainstorm ideas about next steps that they would plan to undertake to continue using the English Language skills in their student and everyday life. The graph below illustrates students answers based on a multiple choice question: Students were asked to rate their satisfaction with the organization of the English Language camp and evaluated the following criteria as excellent, very good and good: 100% -- The team s ability to address problems and concerns in a timely and efficient manner 100% -- The logistics related to travel 100% -- The logistics and organization of the ESP Camp Some pictures of the classes taught by U.S. instructors

6 EXECUTIVE SUMMARY 5 Based on anecdotal evidence and survey results, the English Language training camp was a true success. Students reported that the training far and beyond met its stated goals. To support these findings, students highlighted that the camp was an eye-open experience for many of them; they learned how to structure presentations and to present scientific topics; mastered many ways to express themselves; learned not be afraid the audience, and built their level of confidence to talk about science in public. Students also shared that they had unique opportunities to discuss mutually interesting scientific topics, such as environment and nano-technology with American scientists, who also taught them how to work in teams and engage in small-group assignments. Very importantly, students also emphasized that they learned more about the U.S. culture and American people, had unique experience working with American professors that broadened their horizon and helped to break some stereotypes about the United States. One of the students remarked that Americans are smart people and great friends. The majority of students suggested to expand the length of the camps and to organize such camps during a three-week time period; many of them recommended to also bringing U.S. students. Some additional comments from students: --When I first heard about this camp I wanted to attend it and become a part of it. In such places like this you gain great life experience, it s not only the best way to practice your English knowledge but also it s the best place to find new contacts and new friends. It would be silly to miss such a chance. Ivan Apalonov, St Petersburg Mining University --I am pleased to be here, this camp is a way to find new opportunities and to meet new friends. I got exclusive skills. I treasured every moment of my education here. It s a great camp. Denis Grachev, Nizhny Novgorod State University