In this assessment, you will reflect on a previous language learning experiencein an educational, academic context, choose ONE language skill that you want to improve in order to succeed at UTS College and in the workplace.
Use the template below.
Answer the questions in this template to identify, evaluate, and reflect on your chosen skill.
Follow the activities in the Needs Analysis Module to help you complete this template.
Subject learning outcomes (SLOs)& Language learning outcomes (LLOs)
On successful completion of this assessment item, you should achieve the following outcomes:
SLO 3:
earnestly (i) examine your own communication and study skills in academic, social and professional contexts and (ii) systematically apply academic conventions to maintain academic integrity
Assessment item brief
For this assessment item you are required to produce the following:
The Assessment 1template (below) has four (4) sections: Section 1; Section 2; Section 3; and Section 4
Section 1:
Reflection
Make notes about the learning experience by answering questions in point form [not graded] and then write a formal 400-word reflection on a previous language learning experience in an educational, academic context (review Reflections, Needs Analysis pre-tutorial task).
Section 2:
SMART goals in an academic context
Answer questions relating to the language skill you want to improve. You must attempt all parts (review Setting Goals, Needs Analysis pre-tutorial task).
Section 3:
Application of SMART goal to a professional context (Work Integrated Learning)
Find a job advertisement that explicitly relates tothe programme you are enrolled in at UTS College (science, design, architecture, communication, engineering, IT, business) on a website. Argue that improving your chosen language skill will help you be the successful applicant. You must attempt all parts.
Section 4:
References
Include in-text citations and sources;provide a full reference list, following APA 7th edition style.
For formatting in-text citations and references in APA 7th edition:
https://www.lib.uts.edu.au/sites/default/files/2022-01/APAGuide_2021v1.3.pdf
You can choose to do the assessment in one of two (2) ways:
Option A
Option B
Fill in the template as is.
Do not change or remove any of the writing except to replace information in the square brackets […] the titles of the figures.
Replace the figures with your own.
Some headings for the reflection, some sentence beginnings for the SMART goals, and some formatting for the images have been provided. Use them.
Submit the completed template.
Create a video (maximum 6 minutes) with PowerPoint slides to answer each section of the template.
For section 1: orally present your reflection.
For section 2: put each question on a separate PowerPoint slide and answer each question orally with images (when needed).
For section 3: orally describe the role and explain how your chosen language skill will help with this role. Include the image of the advertisement on a PowerPoint slide.
For section 4: include your complete reference list on your final PowerPoint slide.
Assessment 1 – Sections
Section 1: Reflection:
Brief description of the situation
Who or what was involved?
I was involved
What happened?
Learning of the English language
Where did it happen?
In college
When did it happen?
During college time
What is the issue you are going to reflect on?
Previous learning
Thoughts and feelings
Why did you do it that way?
Interest in learning
What were you thinking?
Positive aspects
How did you feel?
Motivated
What was good and not so good about the experience?
Learning experience was good and involvement of teachers was not good
Analysis
Why did things go well or didn’t?
Things go well because of my understanding
What were your assumptions about the situation?
Positive assumptions
How might they have informed your thinking?
Judgment calls
What theories or research can help you better understand the situation?
Communication theory
Conclusion
What else could you have done or done differently?
Learning with the help of proper strategy
What other knowledge might be needed?
In depth knowledge along with practical implementation
Can you identify any factors that impede your learning?
No
What can be concluded from this experience?
Overall good and learning experience
Future Action plan
What are you going to do in this type of situation next time?
Make a proper learning plan
What skills do you need to develop to handle a situation like this and other situations better?
Learning, interaction and problem solving skills
How will you develop the skills you need?
Use of online training
How will you achieve your new learning goals? (Do not talk about SMART goals here)
By implementing them and practicing them
How can you transfer what you have learnt to a different situation, such as a work environment?
Through practical usage
Description
The experience is about learning of the English language that had occurred in the college. The experience is based on the learning aspect of the previous learning through which all the things are determined and reflection is conducted. It will focus on the issues that are related to the problems occurred during the time of learning of the English language and aims to ensure practical implementation of learning.
Thoughts and Feelings
Initially, I was not interested in the experience, as I thought it was boring. But after the learning of the language I had started to develop interest in the English learning. I had successfully completed the course and focused in a positive aspect. The overall learning experience was good and I feel motivated during the whole time. But teachers were not readily involved in the experience, as they were not helping in clearing the doubts.
Analysis
All the things had gone well with my assumption only. I had started to develop more and more interest in this and this had helped me to complete the course. Due to my understanding and motivation, all the things gone well in the learning experience. The thinking was done on my personal judgement call and I also used communication theory in order to learn insights of the English communication language.
Conclusion
In order to improve further learning, I can adopt the use of different types of learning strategies that aims to improve the learning experience and also entails the use of them for the practical adoption. There were no factors that had created issue during the time of the learning procedure but implementing them in the real life is necessary.
Action Plan
There are other skills that I need to develop such as learning, communication and others. These can be done with the help of a proper learning plan that is based on the goals and objectives. Further, these can be achieved through the use of online training and practicing them.
Section 2:
SMART goals: Answer questions relating to the language skill you want to improve.
Which area of language + specific skill have you chosen to improve?
I have chosen to focus on my English communication skills, in particular, as they are important to adopt and ensure my goals and objectives. I need to develop English communication, so that I can speak fluently and also write it without any grammar mistake.
Why do you want to improve this skill?
The reason why I want to improve my English communication skills is because it is important to interact with others. Also, it is useful for the personal and professional growth in the academic field and career.
What is your SMART goal?
By the end of this semester, I should be better able to develop the English communication skills.
I can measure my improvement by implementing my skills in the practical usage. I adopt them daily, so that I can bring changes and improve my skill.
This goal is attainable because it is a very useful skill in the daily life that aims to deliver the interaction or communication with others (Mahbub & Hadina, 2021).
The chosen skill is relevant to my studies because all the work is done in the English language. With this, I can improve my writing, reading and learning skills also.
I can achieve this goal by the end of semester because I am motivated towards this skill and ensure its use in the daily life.
What activities have you been doing to improve your skill?
To improve my skill, I have been engaged in the interaction sessions where I deliver my English language in the form of presentation and academic course.
These activities have helped me in developing the English communication because I had communicated with everyone in the English language without any hesitation or any lack of confidence.
What will you do for the remainder of the semester to help you achieve your SMART goal? Why have you chosen these resources?
For the remainder of the semester, I am going to learn and engage in the modules that help to improve my English writing, reading and learning ability.
The resources I am going to use are online training, taking feedback from others, participating in such events and interactive sessions.
I have chosen these resources because they are useful for my development in the language.
To help me succeed in reaching my goal, I will look at the different modules unit. These will help me achieve my goals because they aim to provide more details and understanding towards my objective.
What problems can you foresee and how can you overcome them? You need two problems which relate to language and two solutions.
The first potential problem I foresee is that I face issue in reading the English language.
The solution to the first problem is to read every day in the form of units, modules and others (Abbasi et al., 2020).
The second potential problem I foresee is that I am unable to interact with other in the English language properly.
The solution to the second problem is to participate in interactive sessions and take online training.
Section 3: Application of SMART goal to a professional context (Work Integrated Learning)
Finda job advertisement (one that explicitly relates to your Diplomaprogramme – science, design, architecture, communication, engineering, IT, business) on a website and reflect on how your chosen language skill relates to that job. For example, try https://www.seek.com.au
Argue that improving your chosen language skill will help you be the successful applicant.
NOTE: All parts must be attempted to be considered adequate.
URL of job advertisement
https://adnchronicles.org/2021/02/08/hiring-communications-officer/
Name of employer
Asia Democracy
Name of position
Communication officer
Role description (summarise the description – 25 words)
Work with upper management to determine who our ideal audience is, and tailor our messaging accordingly. Build strong connections with media members and update a media database regularly.
Image of advertisement and APA 7th edition captioning.
Figure 1
Job advertisement
(Source: Asia Democracy)
Refer to something in the advertisement that links to your language skill
Figure 2
Highlighting of English communication
(Source: Rediff)
Argue that this job is related to your discipline – to the Diploma programme you are enrolled in at UTS College
The job is based on the English communication officer and it is related to my skill that I am currently working on. It is based on the job requirements that I have and can easily implement and occupy this job role (Mahawan & Langprayoon, 2020).
Argue that improving your chosen language skill will help you be the successful applicant; that is, what is it about the position/role that needs your chosen language skill
Speaking English may boost my self-assurance. The language is widely available for study in print, audio, and digital formats. Taking a course in the English language is another option for improving my ability to express one. Nowadays, the ability to communicate in English is crucial for success in any pitch.
Section 4: References:
References
Abbasi, A. M., Mangrio, R. A., Channa, M. A., & Hanif, U. (2020). Investigation of English communication skills of university students. International Journal of Publication and Social Studies, 5(2), 131-146.
Mahawan, K., & Langprayoon, P. (2020, November). The effect of blended learning with collaborative learning upon English communication skills of English teaching program students. In 2020 5th International STEM Education Conference (iSTEM-Ed) (pp. 55-58). IEEE.
Mahbub, I. S. P., & Hadina, H. (2021). A SYSTEMATIC OVERVIEW OF ISSUES FOR DEVELOPING EFL LEARNERS’ORAL ENGLISH COMMUNICATION SKILLS. Journal of Language and Education, 7(1 (25)), 229-240.
Asia Democracy. (2023). Advertisement [Screenshot].
https://adnchronicles.org/2021/02/08/hiring-communications-officer/
Rediff. (2009). Advertisement [Screenshot].
https://getahead.rediff.com/report/2009/dec/02/career-five-week-guide-to-improve-communication-skills.htm
Assessment item grading criteria
For this assessment item you will be graded according to the following criteria:
CRITERIA
HD
D
C
P
F
F0
Section 1
This criterion is linked to a Learning Outcome
Reflection
Reflect on and evaluate a previous language learning experience
Some features of D are exceeded
The task demonstrates more than adequately the ability to reflect on and evaluate a previous learning experience.
This means that the reflection is honest; all the stages are mostly developed and insightful.
Nearly all the questions in the model have been addressed.
More than one but not all features of D are observed
The task demonstrates slightly more than adequately the ability to reflect on and evaluate a previous learning experience.
This means that the reflection is honest; some stages show some development and some insight.
Some of the questions in the model have been addressed.
Not all aspects of P grade are achieved; … OR … task requirements, as stated in the assessment brief, were not met
Did not submit or no features of F3 are met
Section 2
This criterion is linked to a Learning Outcome
Reflection
Manage learning to enable life-long independent language learning
Some features of D are exceeded
The task demonstrates more than adequately the ability to manage learning in a way that enables life-long independent language learning.
This means that all the questions have been answered.
The task demonstrates that the student has clearly considered their needs and how to achieve their goals.
More than one but not all features of D are observed
The task demonstrates slightly more than adequately the ability to manage learning in a way that enables life-long independent language learning.
This means that all the questions have been attempted.
The task demonstrates some thoughtful consideration to their needs and how to achieve their goals.
Not all aspects of P grade are achieved; … OR … task requirements, as stated in the assessment brief, were not met
Did not submit or no features of F3 are met
Section 3
This criterion is linked to a Learning Outcome
Reflection
Work Integrated Learning
Transfer language learning strategies to a professional context (WIL)
Some features of D are exceeded
The task demonstrates more than adequately the ability to transfer language learning strategies to a professional context.
This means that all the questions have been answered.
The task demonstrates a convincing link between the discipline-specific profession and the SMART goals.
More than one but not all features of D are observed
The task demonstrates slightly more than adequately the ability to transfer language learning strategies to a professional context.
This means that all the questions have been attempted.
The task demonstrates a somewhat convincing link between the discipline-specific profession and the SMART goals.
Not all aspects of P grade are achieved; … OR … task requirements, as stated in the assessment brief, were not met
No submission
Section 4
Academic Integrity
Apply APA 7th edition style referencing conventions
Some features of D are exceeded
The reference list and citations follow APA 7th edition with unsystematic minor errors.
The reference list is complete and in alphabetical order.
In-text citations are provided for all external authorial voices (if appropriate).
More than one but not all features of D are observed
The reference list and citations demonstrate a very serious attempt at following APA 7th edition but there are systematic errors.
In-text citations are provided for almost all external authorial voices (if appropriate).
Not all aspects of P grade are achieved; … OR … task requirements, as stated in the assessment brief, were not met