Proposal for Need Analysis in an Exam Preparation Course: A Descriptive Study

Need analysis is an essential element in the process of designing any language course as it seeks to cater for what learners need in their lessons. This study proposes a framework to analyse learners’ needs for exam preparation courses. The proposed framework adopts the works of Macalister, Nation, and Brindley to address different linguistic and non-linguistic needs. To the best of the researcher’s knowledge, no framework has ever been provided for teachers to carry out need analysis in the context of preparing for international exams. In this study, therefore, the framework was applied to find learners’ needs in an exam preparation course for an A2 English level international exam. The participants were 10 learners aged 10-12 enrolled on a course in a private language centre. The data were collected through a combination of quantitative and qualitative tools, that is to say, by questionnaires, tests, and classroom observations. Results revealed that the framework herein proposed gives a detailed understanding of the learners’ needs prior to the course showing that learners from this study have difficulties in the skills of reading, writing, and listening. Findings also revealed learners’ preference for a variety of classroom activities, online games, and art-crafts. 

How to Prepare for the Membership of the Royal College of Physicians (UK) Part 2 Clinical Examination (Practical Assessment of Clinical Examination Skills): An Exploratory Study

The Practical Assessment of Clinical Examination Skills (PACES) examination is considered the most difficult component of the three-part Membership of the Royal College of Physicians (MRCP) United Kingdom (UK) diploma, which provides budding physicians with access to a diverse pathway of subspecialties and a rewarding medical career. Preparing for the exam is onerous, especially when also juggling work and family demands. This research explored how candidates can prepare for this exam in an organised manner to improve their chances of first-pass success. Semi-structured interviews were conducted with 10 participants in the West Yorkshire region in the UK who had passed the PACES examination within 24 months. The interviews were transcribed onto QSR NVivo software, coded reflexively and analysed using thematic analysis. The analysis identified 25 codes that were aggregated into the following themes according to their density; (a) mental conditioning, (b) clinical exposure, (c) external factors and support, (d) revision courses, (e) knowledge acquisition, (f) playing the objective structured clinical examination (OSCE) game, (g) change of strategy, and (h) novel methods. In summary, it takes more than just clinical exposure and rote learning to pass the exam; preparation involves a complex, multifaceted approach. With proper mental conditioning, organisational skills and confidence, the adverse effect of test anxiety could be reduced to improve chances of success. Peer learning is an effective tool for facilitating examination preparation among candidates, besides providing a supportive framework. Cues from this study could act as a guiding framework for future PACES candidates to further refine their study strategies.

Self-Directedness for Sustainable Learning in University Studies: Lithuanian Students’ Perspective

The paper analyzes Lithuanian students’ preparedness for sustainable learning from the perspective of self-directedness. The data for the study were collected using a questionnaire that explored students’ perceptions in line with ten indicators of self-directed learning. The research sample (n = 309) was composed of the third and fourth year undergraduates accomplishing their degrees in various areas of studies. The data analysis revealed how students perceive their readiness for sustainable learning. Goal setting, technical readiness, time management, procrastination management, exam preparation and stress management indicators were analysed in detail in order to determine which variables had the most significant impact on these indicators. The study revealed that the students are only partially prepared for sustainable learning at the university. Even though they have the necessary digital competencies that allow for effective involvement in the learning process, the data revealed that they are prone to procrastination. The results also showed that the students perceived themselves to be the least competent in stress management and procrastination management.

Introduction to English Linguistics

This practice-oriented introduction to English linguistics impresses with easy-to-understand explanations, numerous examples, illustrations and exercises with solutions. This makes it an excellent basis for introductory courses as well as for self-study and exam preparation. For the fifth edition, the text, the exercises and the references have been revised and updated while maintaining the structure and taking into account recent developments in linguistics.

Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education

The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.