Designing and assessing virtual learning objects to foster english for specific purposes in higher education

Abstract

Four Virtual Learning Objects (VLO) were designed to incorporate English for Specific Purposes (ESP) learning at a public university in Colombia. Each VLO comprised a series of Virtual Learning Scenarios (VLS), including a vocabulary bank, a set of activities related to the six linguistic competencies (listening comprehension, oral interaction, oral production, reading comprehension, writing production, writing interaction), and an assessment and feedback sections. The impact of the VLO on students' perceptions of their progress was measured through entry and exit surveys composed of a 5-point Likert scale, multiple choice and open-ended questions. 139 students from Software Engineering (18), Journalism (22), Bachelor of Arts in Natural Sciences (50) and Nursing (49) enrolled in the University English Courses (UEC) and five teachers participated. The results reveal that students' perceptions of the VLS are positive, as each VLO is innovative and motivates learning strategies. Additionally, each VLO improved students listening and speaking skills. Therefore, the researchers recommend that teachers who design and implement VLOs focus on providing their students with skills and knowledge necessary to their specific study fields.