Saturday, April 3, 2010

Just to check

  1. How would you rate your English?

 

Absolute Beginner

 

Lower Elementary

 

Upper Elementary

 

Lower Intermediate

 

Upper Intermediate

 

Advanced

 

Fluent

  1. What do you use your English for?

     

    Travel

     

    Work

     

    Reading for pleasure

     

    Reading for work

     

    Writing for pleasure

     

    Writing for work

     

    Listening to native speakers

     

    Listening to international speakers

     

    Speaking to native speakers

     

    Speaking to international speakers

  1. How important are the following skills to you?

      

      

      

      

    1

    2

    3

      

      

      

      

    Reading

      

    Not important

     

     

     

     Extremely important

      

      

      

    Writing

      

    Not important

     

     

     

     Extremely important

      

      

      

    Listening

      

    Not important

     

     

     

     Extremely important

      

      

      

    Speaking

      

    Not important

     

     

     

     Extremely important

      

      

  1. How often do you practise your English skills?

      

      

      

      

    1

    2

    3

    4

    5

      

      

      

      

    Reading

      

    Never

     

     

     

     

     

     Every day

      

      

      

    Writing

      

    Never

     

     

     

     

     

     Every day

      

      

      

    Listening

      

    Never

     

     

     

     

     

     Every day

      

      

      

    Speaking

      

    Never

     

     

     

     

     

     Every day

      

      


 


 

Appendix

Questionnaire

What is your preference for integrative grammar learning?


 

Please circle the number that best describes your attitude.


 

(SD - Strongly Disagree, D - Disagree, U - Undecided, A - Agree, SA - Strongly Agree)Question    SD    D    U    A    SA

1. You learn English grammatical rules easier through exploration, rather than through reading the rules in a textbook.    1    2    3    4    5

2. You don't like discussing topics in small groups.    1    2    3    4    5

3. You think it is helpful to know explicit grammatical rules, which you could use in creating utterances in L2.    1    2    3    4    5

4. You think you cannot learn a foreign language in group interaction.    1    2    3    4    5

5. Exploration of grammar rules helps you to remember rules.    1    2    3    4    5

6. You feel comfortable practicing new rules under an instructor's supervision.    1    2    3    4    5

7. I feel safe when I know explicit grammar rules.    1    2    3    4    5

8. Integrative grammar teaching is less interesting than reading the rules in a textbook.    1    2    3    4    5

9. I do not like challenging tasks.    1    2    3    4    5

10. I feel very confident in using English, even though I do not know all the rules.


 

11. Learning grammar is a waste of time.    1    2    3    4    5

12. I have more opportunities to use English spontaneously when using an integrative method.    1    2    3    4    5

13. Integrative grammar learning is boring.    1    2    3    4    5


 


 


 

EXTERNAL EVALUATION FOR MOFTAL PROJECT

Department of didactics and school organization

University Of Malaga

QUESTIONNAIRE FOR STUDENTS

Participation in MOTFAL Project

1. Have you given any type of information – on the part of the teachers or any other

person – about the experience you have carried out during the school year?

2. What did it consist of?

3. What did they tell you?

4. Do you remember what called your attention?

5. Once the experience has finished, has there been any change in the way you are

learning in comparison with other years?

6. If it is the case, could you explain the difference from this year to the previous ones?

Didactical design

1. Could you number the learning topics you have worked out in Natural and

Social Sciences?

2. Who has chosen the topics? Did you also take part in the choosing'

3. Why do you think these topics were chosen?

4. State the one that you prefer and describe the activities and tasks that you have

carried out.

5. Would you like to have worked and study other topics? Why?

6. During the development of the topics, have you proposed other activities to be

carried out?

7. Do you think it has been useful to study and work these topics?

8. What kind of things (activities, works, and exercises) would you change? Why?

9. Do you think that the activities fulfilled have been useful for all of you? Do you

think that all of you have learned?

Communication and exchange with other schools

1. What type of information do you have from other schools that have also taken

part in a project like yours?

2. Do you know the works that the students from other schools have carried out?

3. Do they know yours?

4. Do you communicate with them? How? When?

5. Why do you think that communication with other schools is important?

6. Do you know what the portfolio and the ship's logbook are? Could you briefly

explain it?

7. Have you used them? When? What for?

8. Do you know their use?

Digital Technologies

1. Which are the technological resources that you have used during the

development of the work?

2. What have you used them for?

3. Do you think that the didactical resources that the school has is enough? What

have you missed?

4. Which are the most and the least used didactical resources? Why?

5. Which have been the most useful resources for you? Why?

6. Who has taught to use them?

7. Did you have any difficulties to use them?

8. Have you used other types of resources during the development of the work?

Which ones? What for?

9. How would you valuate the functioning of the computer software arranged for

the project?

Experience in the classroom

1. In your opinion, what do you think that you have learned while working these

natural and social sciences topics?

2. Which activities do you like the most? Why?

3. Which activities do you like the least? Why?

4. Which activities are the least useful to learn? Why?

5. Which activities are the most useful to learn? Why?

6. Which activities are you most satisfied of? Why?

7. Which activities have been the easiest? Why?

8. Which activities have been the most difficult? Why?

9. In general, did you like to carry out these activities?

10. Briefly describe the work or task that the teacher has carried out in the classroom

11. What are the things that teachers do not do and should do?

12. Which is the main task you have carried out in the classroom?

13. How did you form the groups in the classroom?

14. How would valuate the functioning of the groups in whic h you have taken part?

In which ways have they functioned well or bad? Why?


 


 


 


 

 
 

English Grammar Placement Test

By taking this grammar-based test you can obtain an approximate rating of your English language skills.

The test consists of four parts:

  • Elementary
  • Intermediate
  • Upper Intermediate
  • Advanced

Find out what your level is by completing the following placement test. If you want the result to reflect your level of English even approximately take each test only once, and do not use a dictionary!

   


 

Part One: Elementary

Choose the correct answer to go in the gap.

Top of Form

Example:

My boyfriend .... to the pub every night.

go
goes
goed

Bottom of Form

1. Simon .... very tall.

Top of Form

is
are
has

2. She .... like football very much.

don't
doesn't
hasn't

3. How .... does one lesson cost?

many
much
is

4. There .... a big supermarket next to my house.

is
are
have

5. I .... agree with you.

doesn't
haven't
don't

6. Neil can't .... tennis. He's broken his arm.

to play
playing
play

7. .... some more tea?

Would you like
Do you like
You'd like

Bottom of Form 


 


 


 


 

Perceptual Learning-Style Preference Questionnaire

by Joy Reid

Directions

People learn in many different ways. For example, some people learn primarily with their eyes (visual learners) or with the ears (auditory learners); some people prefer to learn by experience and/or by "hands-on" tasks (kinesthetic or tactile learners); some people learn better when they work alone while others prefer to learn in groups.

This questionnaire has been designed to help you identify the way(s) you learn best--the way(s) you prefer to learn.

Read each statement on the following pages. Please respond to the statements AS THEY APPLY TO YOUR STUDY OF ENGLISH.

Decide whether you agree or disagree with each statement. For example, if you strong agree, mark:
 

SA 

Strongly agree 

A 

Agree 

U 

Undecided 

D 

Disagree 

SD 

Strongly Disagree 

X

  

  

  

  

 
 

Please respond to each statement quickly, without too much thought. Try not to change your responses after you choose them. Please answer all the questions. Please use a pen to mark your choices.

Perceptual Learning-Style Preference Questionnaire

 
 

SA

Strongly agree

A

Agree

U

Undecided

D

Disagree

SD

Strongly Disagree

X

  

  

  

  

 
 

Item

SA

A

U

D

SD

1. When the teacher tells me the instructions I understand better.

  

  

  

  

  

2. I prefer to learn by doing something in class.

  

  

  

  

  

3. I get more work done when I work with others.

  

  

  

  

  

4. I learn more when I study with a group.

  

  

  

  

  

5. In class, I learn best when I work with others.

  

  

  

  

  

6. I learn better by reading what the teacher writes on the chalkboard.

  

  

  

  

  

7. When someone tells me how to do something in class, I learn it better.

  

  

  

  

  

8. When I do things in class, I learn better.

  

  

  

  

  

9. I remember things I have heard in class better than things I have read.

  

  

  

  

  

10. When I read instructions, I remember them better.

  

  

  

  

  

11. I learn more when I can make a model of something.

  

  

  

  

  

12. I understand better when I read instructions.

  

  

  

  

  

13. When I study alone, I remember things better.

  

  

  

  

  

14. I learn more when I make something for a class project.

  

  

  

  

  

15. I enjoy learning in class by doing experiments.

  

  

  

  

  

16. I learn better when I make drawings as I study.

  

  

  

  

  

17. I learn better in class when the teacher gives a lecture.

  

  

  

  

  

18. When I work alone, I learn better.

  

  

  

  

  

19. I understand things better in class when I participate in role-playing.

  

  

  

  

  

20. I learn better in class when I listen to someone.

  

  

  

  

  

21. I enjoy working on an assignment with two or three classmates.

  

  

  

  

  

22. When I build something, I remember what I have learned better.

  

  

  

  

  

23. I prefer to study with others.

  

  

  

  

  

24. I learn better by reading than by listening to someone.

  

  

  

  

  

25. I enjoy making something for a class project.

  

  

  

  

  

26. I learn best in class when I can participate in related activities.

  

  

  

  

  

27. In class, I work better when I work alone.

  

  

  

  

  

28. I prefer working on projects by myself.

  

  

  

  

  

29. I learn more by reading textbooks than by listening to lectures.

  

  

  

  

  

30. I prefer to work by myself

  

  

  

  

  

 
 

Self-Scoring Sheet

Instructions

There are 5 questions for each learning category in this questionnaire. The questions are grouped below according to each learning style. Each question you answer has a numerical value.

 
 

SA 

Strongly agree 

A 

Agree 

U 

Undecided

D 

Disagree 

SD 

Strongly Disagree 

5

4

3

2

1

Fill in the blanks below with the numerical value of each answer. For example, if answered Strongly Agree (SA) for question 6 (a visual question), write a number 5 (SA) on the blank next to question 6 below.

Visual

6 = 5

When you have completed all the numerical values for Visual, add the numbers. Multiply the answer by 2, and put the total in the appropriate blank.

Follow the process for each of the learning style categories. When you are finished, look at the scale at the bottom of the page; it will help you determine your major learning style preference(s), your minor learning style preference(s), and those learning style(s) that are negligible.

If you need help, please ask your teacher.

 
 

Visual

Question

Score

6

  

10

  

12

  

24

  

29

  

Total

  

Score = Total x 2

  

   
 

Tactile

Question

Score

11

  

14

  

16

  

22

  

25

  

Total

  

Score = Total x 2

  

 
 

Auditory

Question

Score

1

  

7

  

9

  

17

  

20

  

Total

  

Score = Total x 2

  

 
 

Group

Question

Score

3

  

4

  

5

  

21

  

23

  

Total

  

Score = Total x 2

  

 
 

Kinesthetic

Question

Score

2

  

8

  

15

  

19

  

26

  

Total

  

Score = Total x 2

  

 
 

Individual

Question

Score

13

  

18

  

27

  

28

  

30

  

Total

  

Score = Total x 2

  

 
 

Major learning Style Preference

38-50

Minor Learning Style Preference

25-37

Negligible

0-24

 
 

Explanation of Learning Style Preferences

Students learn in many different ways. The questionnaire you completed and scored showed which ways you prefer to learn English. In many cases, students' learning style preferences show how well students learn material in different situations.

The explanations of major learning style preferences below describe the characteristics of those learners. The descriptions will give you some information about ways in which you learn best.

Visual Major Learning Style Preference

You learn well from seeing words in books, on the chalkboard, and in workbooks. You remember and understand information and instructions better if you read them. You don't need as much oral explanation as an auditory learner, and you can often learn alone, with a book. You should take notes of lectures and oral directions if you want to remember the information.

Auditory Major Learning Style Preference

You learn from hearing words spoken and from oral explanations. You may remember information by reading aloud or moving your lips as you read, especially when you are learning new material. You benefit from hearing audio tapes, lectures, and class discussions. You benefit from making tapes to listen to, by teaching other students, and by conversing with your teacher.

Kinesthetic Major Learning Style Preference

You learn best by experience, by being involved physically in classroom experiences. You remember information well when you actively participate in activities, field trips, and role-playing in the classroom.  A combination of stimuli--for example, an audiotape combined with an activity--will help you understand new material.

Tactile Major Learning Style Preference

You learn best when you have the opportunity to do "hands-on" experiences with materials. That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide you with the most successful learning situation. Writing notes or instructions can help you remember information, and physical involvement in class related activities may help you understand new information.

Group Major Learning Style Preference

You learn more easily when you study with at least one other student, and you will be more successful completing work well when you work with others. You value group interaction and class work with other students, and you remember information better when you work with two or three classmates. The stimulation you receive from group work helps you learn and understand new information.

Individual Major Learning Style Preference

You learn best when you work alone. You think better when you study alone, and you remember information you learn by yourself. You understand new material best when you learn it alone, and you make better progress in learning when you work by yourself.

Minor Learning Styles

In most cases, minor learning styles indicate areas where you can function well as a learner. Usually a very successful learner can learn in several different ways.

Negligible Learning Styles

Often, a negligible score indicates that you may have difficulty learning in that way. One solution may be to direct your learning to your stronger styles. Another solution might be to try to work on some of the skills to strengthen your learning style in the negligible area.

This explanation was adapted from the C.I.T.E. Learning Styles Instrument, Murdoch Teacher Center, Wichita, Kansas 67208.

Copyright 1984, by Joy Reid.  If you wish to use this questionnaire, contact Joy Reid.

 
 

SOON Online Magazine

SELF-TEST ON LEARNING ENGLISH

Return to Learning English index page

This test will help you to test yourself. It will show you how quickly you will learn English.
Do not send the answers to us! It is just to help you.

It asks you a number of questions within each of these sections. Write your answer on paper. Then look at the "HOW TO CALCULATE YOUR SCORE" section and add up your score for each section.

  • Which country do you come from ?
  • What is your mother tongue ?
  • How old are you ?
  • Why do you want to learn English ?
  • Have you learned other languages before ?
  • Have you studied English before ?
  • If you have studied English, then how long?
  • What level did you study at ?
  • Have you ever been in an English speaking country ?
  • If you have lived in an English speaking country, how long was it for?
  • How fast do you want to learn ?
  • How do you like to learn ?
  • Do you like to do a lot of written work ?

HOW TO CALCULATE YOUR SCORE . . .

For each question, note the number on the left hand side and give yourself a score form 1 to 5 from the following:-


 

The following are statements which are assumed to be true IN GENERAL and which give a good indication of learning speed when considered together. However, everyone is an individual and everyone is different.


 

A. Which country do you come from ?

Students from some countries learn English more slowly - cultural differences and language differences play a large part in this.

  • Countries with a very different language & culture e.g. Korea, Brazil, African countries, Arab countries.
  • Countries with a very different language but an international culture e.g. Japan, Finland
  • European countries where English is little used e.g. France, Spain, Italy
  • European countries where English is important e.g. Switzerland, Germany
  • Western European countries where English is widely spoken e.g. Norway, Sweden, Denmark, Holland

    B. What is your mother tongue ?

Students whose mother tongue has a non-roman alphabet are often slower learners at first. Mistakes based on your first language are greater where the language is very different e.g. Japanese or Korean, or where it is very similar but differences are culturally important e.g. Spanish & Portuguese.

  • Languages or dialects which you do not normally write down
  • Languages with a non-roman way of writing e.g. Korean, Arabic, Thai, Japanese
  • Non-European languages with a roman alphabet
  • Romance languages e.g. French, Spanish, Italian
  • Languages from the Germanic family e.g. German, Norwegian, Dutch, Danish

    C. How old are you ?

IN GENERAL, older students learn more slowly and younger students faster.

  • 50+
  • 40-50
  • 30-40
  • 20-30
  • under 20

    D. Why do you want to learn English ?

Your reason for learning will affect how fast you will learn.

  • 'My parents want me to'.
  • 'To go on holiday to an English speaking country' OR 'To write to a penpal'.
  • 'It's my hobby' OR 'I need it for my job'.
  • 'To pass an exam' OR 'My employer wants me to learn English'.
  • 'My husband/wife/girlfriend/boyfriend speaks English'.

    E. Have you learned other languages before ?

People with a history of learning languages learn faster than those without.

  • No.
  • I studied a language at school.
  • I have already learned one language as an adult.
  • I have already learned two or more languages as an adult. OR I am fluent in at least one foreign language.
  • I am fluent in two or more languages.

    F. Have you studied English before ? How long ? What level did you study at ?

Students who have studied more tend to learn faster as they start to remember what they learned before.

  • No.
  • I have only studied on my own.
  • I recently studied English at school in my country.
  • I took a full-time course in English recently.
  • I passed an English exam recently.

    G. Have you ever been in an English-speaking country ? How long ?

Students who have been in an English-speaking country longer have become accustomed to hearing English and will learn faster.

  • Never.
  • One or two weeks.
  • A month at least.
  • A few months.
  • More than 6 months.

    H. How fast do you want to learn ?

People may prefer to learn fast, others to learn slowly. Some people have more confidence.

  • Very slowly.
  • Slower than average.
  • Average speed.
  • Faster than average.
  • Fast.

    I. How do you like to learn ?

Students with a background of 'academic' study will learn faster.

  • I want to learn grammar and vocabulary on my own.
  • I want to have a teacher to tell me what to do.
  • I want to learn in a class with other students.
  • I learn by talking to my friends.
  • I learn by talking with people who speak English well.

    J. Do you like to do a lot of written work ?

    • None.
    • A little.
    • Some.
    • Quite a lot.
    • A lot.

FINAL SCORES

If you have scored over 35 you are very likely to learn fast and you are probably not a Beginner. You probably enjoy learning and will be successful quickly.

If you have scored between 20 and 35 you are very likely be an average learner - you will need to work hard but within a few months you will have learned a lot.

If you have scored between 10 and 20 you will find it much harder to learn - it may take you a long time to learn - up to a year. Be patient and keep practising!


 


 

LEARNING TOOLBOX

QUESTIONNAIRE FOR

STUDENTS

Name ___________________________________ Date _______________

The purpose of this questionnaire is to help you to understand both your learning

strengths and areas of difficulty so that you can work on improving those areas where

you have difficulties.

Read each statement and then write:

Y for YES if it always applies to you.

S for SOMETIMES if it applies to you sometimes.

N for NO if it never applies to you.

ORGANIZATION

Time Management

_____ I don't use a planner or calendar.

_____ I don't keep track of tests and assignments.

_____ I have trouble getting to class.

_____ I have difficulty setting goals.

Materials Management

_____ I don't keep a separate notebook for each class.

_____ I forget to bring things I need to class.

_____ I forget to bring home things that I need for studying or for homework.

TEST TAKING

_____ I get extremely nervous when I take a test.

_____ I have difficulty completing tests on time.

_____ I don't read directions or questions carefully.

_____ I have difficulty understanding multiple choice questions.

_____ I have difficulty with true/false tests.

_____ I have difficulty with essay tests.

_____ During a test, I have difficulty remembering what I studied.

STUDY SKILLS

_____ I find it hard to start studying.

_____ I can't stay focused when I study.

_____ I'm easily distracted by things that happen around me when I study.

_____ I have difficulty studying from my notes.

_____ I have difficulty studying from books.

_____ I don't know how to organize information from books and notes.

_____ I have difficulty remembering information for tests.

NOTE TAKING

_____ I can't write down everything the teacher says because the teacher talks too fast.

_____ The notes that I take are disorganized and hard to understand.

_____ I have trouble taking notes from a taped lecture.

_____ The notes I take when I read don't help me.

_____ I have difficulty taking notes because I get distracted.

READING

Vocabulary

_____ I have difficulty understanding difficult words that I read.

_____ I forget vocabulary words I learn.

Comprehension

_____ I have difficulty getting the overall ideas when I read material for my classes.

_____ I have difficulty understanding the main idea when I read.

_____ I have difficulty understanding the details when I read.

_____ I have difficulty understanding stories that I read.

_____ I read slowly.

_____ I have difficulty understanding what I read from the computer screen.

_____ I don't usually use aids to help me read.

WRITING

Mechanics

_____ I have difficulty spelling.

_____ I have difficulty using correct capitalization.

_____ I have difficulty using commas correctly.

_____ I have difficulty using colons and semicolons correctly.

_____ I have difficulty writing good sentences.

_____ I have difficulty proofreading for spelling, punctuation, capitalization, and

sentences.

Composition

_____ I have difficulty writing paragraphs.

_____ I have difficulty finding the words to say what I mean.

_____ I have difficulty organizing my ideas when I write stories.

_____ I have difficulty organizing my ideas when I write research papers and essays.

_____ I have difficulty writing introductions and conclusions.

_____ I have difficulty finding information when I write research papers and essays.

_____ I have difficulty keeping to the topic.

_____ I have difficulty proofreading to see if my writing makes sense.

MATHEMATICS

Foundational Math Skills

_____ I have difficulty calculating answers to problems with whole numbers or fractions

(addition, subtraction, multiplication, division).

_____ I have difficulty solving word problems in math.

_____ I have difficulty determining "greater than," "less than,"

or "equal to" when comparing numbers.

Pre-algebra & Beginning Algebra

_____ I have difficulty using the Commutative Property

of addition and multiplication (24 + 49 = 49 + 25).

_____ I have difficulty using the Associative Property

of addition and multiplication

2 x 45 x 12 = 2 x (45 x 12).

_____ I have difficulty using the Distributive Property

8(7 + 6) = 8 x 7 + 8 x 6.

_____ I have difficulty solving problems using Order of

Operations (e.g., problems that have more

than one operation sign 3 + 5 x 6 2).

_____ I have difficulty adding positive and negative numbers.

_____ I have difficulty determining square roots of numbers.

_____ I have difficulty solving one-variable algebra equations

(e.g., 4a + 2a + 4 = 28).

_____ I have difficulty solving word problems in algebra.

ADVANCED THINKING

_____ I have difficulty organizing information sequentially.

_____ I have difficulty comparing and contrasting ideas.

_____ I have difficulty understanding how information is organized into categories.

_____ I have difficulty determining cause and effect relationships.

_____ I have difficulty with problem solving.


 


 

Index of Learning Styles Questionnaire

Barbara A. Soloman
First-Year College
North Carolina State University
Raleigh, North Carolina 27695

Richard M. Felder
Department of Chemical Engineering
North Carolina State University
Raleigh, NC 27695-7905

 


 

Top of Form

Directions

Please provide us with your full name. Your name will be printed on the information that is returned to you.

Full Name


 

For each of the 44 questions below select either "a" or "b" to indicate your answer. Please choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the one that applies more frequently. When you are finished selecting answers to each question please select the submit button at the end of the form.

 
 


 


 

  1. I understand something better after I
      (a) try it out.
      (b) think it through.
  2. I would rather be considered
      (a) realistic.
      (b) innovative.
  3. When I think about what I did yesterday, I am most likely to get
      (a) a picture.
      (b) words.
  4. I tend to
      (a) understand details of a subject but may be fuzzy about its overall structure.
      (b) understand the overall structure but may be fuzzy about details.
  5. When I am learning something new, it helps me to
      (a) talk about it.
      (b) think about it.
  6. If I were a teacher, I would rather teach a course
      (a) that deals with facts and real life situations.
      (b) that deals with ideas and theories.
  7. I prefer to get new information in
      (a) pictures, diagrams, graphs, or maps.
      (b) written directions or verbal information.
  8. Once I understand
      (a) all the parts, I understand the whole thing.
      (b) the whole thing, I see how the parts fit.
  9. In a study group working on difficult material, I am more likely to
      (a) jump in and contribute ideas.
      (b) sit back and listen.
  10. I find it easier
      (a) to learn facts.
      (b) to learn concepts.
  11. In a book with lots of pictures and charts, I am likely to
      (a) look over the pictures and charts carefully.
      (b) focus on the written text.
  12. When I solve math problems
      (a) I usually work my way to the solutions one step at a time.
      (b) I often just see the solutions but then have to struggle to figure out the steps to get to them.
  13. In classes I have taken
      (a) I have usually gotten to know many of the students.
      (b) I have rarely gotten to know many of the students.
  14. In reading nonfiction, I prefer
      (a) something that teaches me new facts or tells me how to do something.
      (b) something that gives me new ideas to think about.
  15. I like teachers
      (a) who put a lot of diagrams on the board.
      (b) who spend a lot of time explaining.
  16. When I'm analyzing a story or a novel
      (a) I think of the incidents and try to put them together to figure out the themes.
      (b) I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them.
  17. When I start a homework problem, I am more likely to
      (a) start working on the solution immediately.
      (b) try to fully understand the problem first.
  18. I prefer the idea of
      (a) certainty.
      (b) theory.
  19. I remember best
      (a) what I see.
      (b) what I hear.
  20. It is more important to me that an instructor
      (a) lay out the material in clear sequential steps.
      (b) give me an overall picture and relate the material to other subjects.
  21. I prefer to study
      (a) in a study group.
      (b) alone.
  22. I am more likely to be considered
      (a) careful about the details of my work.
      (b) creative about how to do my work.
  23. When I get directions to a new place, I prefer
      (a) a map.
      (b) written instructions.
  24. I learn
      (a) at a fairly regular pace. If I study hard, I'll "get it."
      (b) in fits and starts. I'll be totally confused and then suddenly it all "clicks."
  25. I would rather first
      (a) try things out.
      (b) think about how I'm going to do it.
  26. When I am reading for enjoyment, I like writers to
      (a) clearly say what they mean.
      (b) say things in creative, interesting ways.
  27. When I see a diagram or sketch in class, I am most likely to remember
      (a) the picture.
      (b) what the instructor said about it.
  28. When considering a body of information, I am more likely to
      (a) focus on details and miss the big picture.
      (b) try to understand the big picture before getting into the details.
  29. I more easily remember
      (a) something I have done.
      (b) something I have thought a lot about.
  30. When I have to perform a task, I prefer to
      (a) master one way of doing it.
      (b) come up with new ways of doing it.
  31. When someone is showing me data, I prefer
      (a) charts or graphs.
      (b) text summarizing the results.
  32. When writing a paper, I am more likely to
      (a) work on (think about or write) the beginning of the paper and progress forward.
      (b) work on (think about or write) different parts of the paper and then order them.
  33. When I have to work on a group project, I first want to
      (a) have "group brainstorming" where everyone contributes ideas.
      (b) brainstorm individually and then come together as a group to compare ideas.
  34. I consider it higher praise to call someone
      (a) sensible.
      (b) imaginative.
  35. When I meet people at a party, I am more likely to remember
      (a) what they looked like.
      (b) what they said about themselves.
  36. When I am learning a new subject, I prefer to
      (a) stay focused on that subject, learning as much about it as I can.
      (b) try to make connections between that subject and related subjects.
  37. I am more likely to be considered
      (a) outgoing.
      (b) reserved.
  38. I prefer courses that emphasize
      (a) concrete material (facts, data).
      (b) abstract material (concepts, theories).
  39. For entertainment, I would rather
      (a) watch television.
      (b) read a book.
  40. Some teachers start their lectures with an outline of what they will cover. Such outlines are
      (a) somewhat helpful to me.
      (b) very helpful to me.
  41. The idea of doing homework in groups, with one grade for the entire group,
      (a) appeals to me.
      (b) does not appeal to me.
  42. When I am doing long calculations,
      (a) I tend to repeat all my steps and check my work carefully.
      (b) I find checking my work tiresome and have to force myself to do it.
  43. I tend to picture places I have been
      (a) easily and fairly accurately.
      (b) with difficulty and without much detail.
  44. When solving problems in a group, I would be more likely to
      (a) think of the steps in the solution process.
      (b) think of possible consequences or applications of the solution in a wide range of areas.

When you have completed filling out the above form please click on the Submit button below. Your results will be returned to you. If you are not satisified with your answers above please click on Reset to clear the form.

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SOON Online Magazine

SELF-TEST ON LEARNING ENGLISH

Return to Learning English index page

This test will help you to test yourself. It will show you how quickly you will learn English.
Do not send the answers to us! It is just to help you.

It asks you a number of questions within each of these sections. Write your answer on paper. Then look at the "HOW TO CALCULATE YOUR SCORE" section and add up your score for each section.

  • Which country do you come from ?
  • What is your mother tongue ?
  • How old are you ?
  • Why do you want to learn English ?
  • Have you learned other languages before ?
  • Have you studied English before ?
  • If you have studied English, then how long?
  • What level did you study at ?
  • Have you ever been in an English speaking country ?
  • If you have lived in an English speaking country, how long was it for?
  • How fast do you want to learn ?
  • How do you like to learn ?
  • Do you like to do a lot of written work ?

HOW TO CALCULATE YOUR SCORE . . .

For each question, note the number on the left hand side and give yourself a score form 1 to 5 from the following:-


 

The following are statements which are assumed to be true IN GENERAL and which give a good indication of learning speed when considered together. However, everyone is an individual and everyone is different.


 

A. Which country do you come from ?

Students from some countries learn English more slowly - cultural differences and language differences play a large part in this.

  • Countries with a very different language & culture e.g. Korea, Brazil, African countries, Arab countries.
  • Countries with a very different language but an international culture e.g. Japan, Finland
  • European countries where English is little used e.g. France, Spain, Italy
  • European countries where English is important e.g. Switzerland, Germany
  • Western European countries where English is widely spoken e.g. Norway, Sweden, Denmark, Holland

    B. What is your mother tongue ?

Students whose mother tongue has a non-roman alphabet are often slower learners at first. Mistakes based on your first language are greater where the language is very different e.g. Japanese or Korean, or where it is very similar but differences are culturally important e.g. Spanish & Portuguese.

  • Languages or dialects which you do not normally write down
  • Languages with a non-roman way of writing e.g. Korean, Arabic, Thai, Japanese
  • Non-European languages with a roman alphabet
  • Romance languages e.g. French, Spanish, Italian
  • Languages from the Germanic family e.g. German, Norwegian, Dutch, Danish

    C. How old are you ?

IN GENERAL, older students learn more slowly and younger students faster.

  • 50+
  • 40-50
  • 30-40
  • 20-30
  • under 20

    D. Why do you want to learn English ?

Your reason for learning will affect how fast you will learn.

  • 'My parents want me to'.
  • 'To go on holiday to an English speaking country' OR 'To write to a penpal'.
  • 'It's my hobby' OR 'I need it for my job'.
  • 'To pass an exam' OR 'My employer wants me to learn English'.
  • 'My husband/wife/girlfriend/boyfriend speaks English'.

    E. Have you learned other languages before ?

People with a history of learning languages learn faster than those without.

  • No.
  • I studied a language at school.
  • I have already learned one language as an adult.
  • I have already learned two or more languages as an adult. OR I am fluent in at least one foreign language.
  • I am fluent in two or more languages.

    F. Have you studied English before ? How long ? What level did you study at ?

Students who have studied more tend to learn faster as they start to remember what they learned before.

  • No.
  • I have only studied on my own.
  • I recently studied English at school in my country.
  • I took a full-time course in English recently.
  • I passed an English exam recently.

    G. Have you ever been in an English-speaking country ? How long ?

Students who have been in an English-speaking country longer have become accustomed to hearing English and will learn faster.

  • Never.
  • One or two weeks.
  • A month at least.
  • A few months.
  • More than 6 months.

    H. How fast do you want to learn ?

People may prefer to learn fast, others to learn slowly. Some people have more confidence.

  • Very slowly.
  • Slower than average.
  • Average speed.
  • Faster than average.
  • Fast.

    I. How do you like to learn ?

Students with a background of 'academic' study will learn faster.

  • I want to learn grammar and vocabulary on my own.
  • I want to have a teacher to tell me what to do.
  • I want to learn in a class with other students.
  • I learn by talking to my friends.
  • I learn by talking with people who speak English well.

    J. Do you like to do a lot of written work ?

    • None.
    • A little.
    • Some.
    • Quite a lot.
    • A lot.

FINAL SCORES

If you have scored over 35 you are very likely to learn fast and you are probably not a Beginner. You probably enjoy learning and will be successful quickly.

If you have scored between 20 and 35 you are very likely be an average learner - you will need to work hard but within a few months you will have learned a lot.

If you have scored between 10 and 20 you will find it much harder to learn - it may take you a long time to learn - up to a year. Be patient and keep practising!


 


 

English 1A Learning Outcomes Questionnaire

What exactly do we want students to learn—or be able to—at the end of English

1A that they didn't know, or know how to do, or know how to do as well, upon entering

the course? I've tried to break down the possible outcomes for the course into as many

distinct areas as I could possibly think of. But since I'm nearly certain that all instructors

will have goals for the course that I didn't consider, I give you several opportunities to

list otherwise unidentified outcomes.

This questionnaire is adapted from the Teaching Goals Inventory devised by

Thomas Angelo and Patricia Cross in 1990. It asks you to identify learning outcomes

that you actively seek to have your students accomplish—not simply ones that you find

generally worthy. For each outcome, please circle only one response on the following 1-

to-4 rating scale:

(4) Essential a learning outcome you consider vital for English 1A students to

achieve in the course

(3) Important a learning outcome you consider significant but not critical for

English 1A students to achieve in the course

(2) Unimportant a learning outcome you consider marginally significant but not

terribly important for English 1A students to achieve in the course

(1) Not applicable a learning outcome you consider irrelevant for English 1A students

to achieve in the course

Reading Skills

1. Develop ability to comprehend college-level texts 4 3 2 1

2. Develop ability to analyze college-level texts 4 3 2 1

3. Develop ability to evaluate college-level texts 4 3 2 1

4. Develop ability to appreciate college-level texts 4 3 2 1

5. Develop ability to compare/contrast college-level texts 4 3 2 1

6. Learn text annotation skills 4 3 2 1

7. Develop ability to use reading for inquiry, learning, thinking 4 3 2 1

8. Other reading skills you consider essential or

important__________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_

Research Skills

1. Learn to gather sources for research papers 4 3 2 1

2. Learn to evaluate sources for relevance and reliability 4 3 2 1

3. Learn to synthesize material from multiple sources 4 3 2 1

4. Learn to employ "scholarly" sources for research papers 4 3 2 1

5. Learn to employ Internet in gathering sources 4 3 2 1

6. Learn to use RCC library effectively in gathering sources 4 3 2 1

7. Learn to use other libraries in gathering sources 4 3 2 1

8. Develop note-taking abilities in doing research 4 3 2 1

9. Learn to develop an annotated bibliography of sources 4 3 2 1

10. Develop ability to outline a research paper 4 3 2 1

11. Learn to integrate quotations effectively and correctly 4 3 2 1

12. Develop awareness of plagiarism issues 4 3 2 1

13. Learn MLA format for documenting sources 4 3 2 1

14. Learn other format(s) for documenting sources 4 3 2 1

15. Learn to maintain an objective tone in research paper 4 3 2 1

16. Other research skills you consider essential or

important__________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_

Rhetorical Skills

1. Develop ability to adjust writing to different audiences 4 3 2 1

2. Develop ability to write in several different genres 4 3 2 1

3. Learn to structure writing in various rhetorical modes 4 3 2 1

4. Develop ability to write effective argumentative essays 4 3 2 1

5. Learn to recognize/employ common argumentative structures 4 3 2 1

6. Learn to recognize premises in argumentative writing 4 3 2 1

7. Learn to recognize and avoid logical fallacies 4 3 2 1

8. Other rhetorical skills you consider essential or

important__________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_

College-Level Writing Skills

1. Develop ability to write unified, coherent essays 4 3 2 1

2. Develop ability to write longer and more complex essays 4 3 2 1

3. Develop ability to write essays that analyze texts 4 3 2 1

4. Prepare students for writing requirements in other college classes 4 3 2 1

5. Develop ability to write thesis-driven essays 4 3 2 1

6. Learn how to write exploratory (rather than thesis-driven) essays 4 3 2 1

7. Learn how to write more effective essays under time constraint 4 3 2 1

8. Develop greater awareness/use of writing as process 4 3 2 1

9. Develop editing skills 4 3 2 1

10. Learn how/when to summarize/paraphrase other writers 4 3 2 1

11. Develop greater control over surface features (grammar, etc.) 4 3 2 1

12. Improve writing style (diction, sentence variety, etc.) 4 3 2 1

13. Use writing for personal exploration and growth 4 3 2 1

14. Develop ability to write creatively or imaginatively 4 3 2 1

15. Develop capacity to enjoy writing 4 3 2 1

16. Develop ability to write on subjects students care about 4 3 2 1

17. Develop ability to use writing for inquiry, learning, thinking 4 3 2 1

18. Develop greater self-confidence as writer 4 3 2 1

19. Other college-level writing skills you consider essential or

important__________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

_

Other Skills

1. Develop ability to critique writings of other students 4 3 2 1

2. Develop ability to work in small groups to think, debate, etc. 4 3 2 1

3. Develop student's ability to assess own work more effectively 4 3 2 1

4. Develop better study/writing habits 4 3 2 1

5. Develop "citizenship" skills (open-mindedness, attendance, etc.) 4 3 2 1


 


 
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