

Zana Azeredo
Carrie Annabi

Murdoch University, Dubai




Motivation and Materials in



delivering Degree Modules to Multi-

Cultural Students in the UAE
Overview

 R e se a rch M e th o d o lo g y

 12 nationalities
Aged between 21 and 37

Methodolog


y
Constraints
18 students experiences


during their 12 week study

session at a university in
Dubai.


Whilst both qualitative and

quantitative measures were
used the snap shot delivered
through this research should
be viewed as the starting,
not finishing point of further
investigations.

 Main Findings
Students were
 50% were ESL
 Reference: Kay Gallagher,
(2011) "Bilingual education
asked to rate their speakers in the UAE: factors,
English literacy  39% were bilingual
variables and critical
questions", Education,
Business and Society:
11% native English

Contemporary Middle
speakers Eastern Issues, Vol. 4 Iss: 1,
pp.62 - 79

Students were They were asked that if they had


asked if they had reviewed both sets of material which

looked at the version was easier for them to
original slides understand and follow?
provided for them 87% found the new material easier to


in their student understand The others provided no

drive? answer
 83.5% had
The students were They were asked to
 Only 1 student
asked what mark any and all of (5.5%) had taken
information they the sources used notes during class
reviewed to to augment their
complete their learning
personal portfolio All 10 students who


assignment? had bought the text

book used it for
They were asked to78% said the new 
 Of the 2 who said text
rate just one of the slides book, 1 was later found to
sources used as the6% said the text have had their work ghost
written
most useful to you book
that assignment?  Of the 2 who said
6% said the internet, 1 was known not
internet to have tackled the
assignment
 Only 20% of those with
The students were
 1. Fewer assignments overall (5 plus
asked if they wanted exam)
this module changed in 2. More reference books – yet only 2
any way? relied on text book for
E.g. Material,
 assignment
Assignments, Group 3. One assignment changed from
work critical review to essay
 Only 4 wanted changes
A n cilla ry Issu e s R a ise d
 
Evaluation
• Kilpatrick’s 4 levels:

2/10/2010
12
Murdoch Business School, Dubai
 Donald Kilpatrick ’ s 4 levels of

2/10/2010
evaluation
What is Characteristics Examples of evaluation Relevance
measured tools and methods and
1 Reaction How the student felt 'Happy sheets', feedback forms.
about the training or
Quick and very easy
Verbal reaction, post-course surveys practicability
to obtain.
2 Learning learning experience. or questionnaires.
Learning evaluation is Typically assessments or tests before Relatively
Not expensivesimple
to to
the measurement of the and after the training. set up; or
gather clear-cut for
to analyse.
3 Behaviou increase in knowledge - Interview or observation can also be quantifiable skills.
Behaviour evaluation is Observation and interview over time Measurement of
rResults  the extent
before andof applied
after. are required to assess change,
used. behaviour change
Less easy for
4 Results
learningevaluation
-
effect
is the Measures arechange,
relevance of
of the educational establish
implementation.
more difficult to
and sustainability Individually
typically not
requires
complex learning.
of change.- the challenge is to relate to difficult;
cooperation and skill
experience by the the student and understand the key Process must
of line-managers.
student. outcomes they anticipated the learning attribute clear
would lead to. accountabilities

Murdoch Business School, Dubai

13
 2/10/2010
Study highlighted core
concepts in learning
 PASS


Murdoch Business School, Dubai

• Practical
• Activity versus
passivity
• Styles of learning
• Significance


14
 2/10/2010
Shift happens
 “A government survey
showed that about half of
mainland China’s graduates
believe that they learned
nothing practical from
university.

Murdoch Business School, Dubai

 More than one-third found
university a waste of time.”

But none of them

had been educated
in the UAE !

15
Future


Deliverable
s
This study has identified
issues that need to be
researched in greater detail
in order to have a clearer
understanding of what type
of material leads to greater
comprehension by ESL
students. This research
should also reflect the
validity of appropriate
assessment.

S u m m a ry