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Tadhg: English is both a basic proficiency issue, but also a technical issue with respect to complex topics. Addressing the latter may be more important for success of students in stage 4. Some form of deeper integration of English proficiency and technical proficiency might be desirable, so that English department take themes and approaches from modules and engage directly where more advanced and complex terminology comes up. This would probably require a glossary of key terms from the Module Coordinator, but would go beyond a passive document to an active learning process.

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English Proficiency

English proficiency remains a significant hurdle for students.

This challenge is compounded by the orientation of English training towards engineering and business in earlier stages, lack of English training at Stage 3, and a focus on exam-oriented learning.

What strategies can we implement to enhance English proficiency from Stage 3 onwards?

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Paula: Is there any capacity for further clinics or on line drop in over the Summer for for 3rd years and Winter for4 years.

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E.g 1. students need to get used to using UCD Gmail from year 1, including getting their VPN connection functioning before moving to year 2 (when they need all this for the GIS module but also for general communication); If the English language department can help with this, that would be great!

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Is AI an issue in English learning - how do you deal with it?

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How many words/time would you suggest is feasible for end of year exams. E.g. 2 hour - 3 open ended questions - 400 words each ? etc

Luke

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What strategies can we implement to enhance English proficiency from Stage 3 onwards?

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I use a lot of Brightspace Discussion Thread work on my modules- can the students use this in early years to get familiar with it - one issue is copying and pasting long AI generated answers - can this be made clear that it is not acceptable.

Luke

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What do the students understand by critical review ?

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I ask students to present in front of the class or in small groups around a topic. Students are not familiar with discussions (general and in small groups). Can the English Department work with students on discussions and oral presentations?

some students struggle with simple communications (e.g. reading notes from phone when they want to discuss issues), can English department work on it? can we refer students (stage 4) who really struggle with english communication to you?

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Glossary of essential terms prepared with support of ELT staff. Great if available for first class of term.

brendan

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reading is very effective for quickly building up academic vocabulary. my experience is that only some motivated students read the assigned readings, and even they sometimes find reading a standard academic journal article challenging. Do students get trained on how to read different types of academic materials effectively and efficiently?

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reading is very effective for quickly building up academic vocabulary. my experience is that only some motivated students read the assigned readings, and even they sometimes find reading a standard academic journal article challenging. Do students get trained on how to read different types of academic materials effectively and efficiently?

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Emails = Revisit- should be ongoing process not just at beginning

AI - huge issue/translation software /reading text/summarising reading issues =solution in person written exams/

report writing & oral defence - demonstrate understandign

Stage 3 issues - space in the programme/busy students/require time- whole College issue - needs to brought to CHD attention

Emphasise importance of presenting in English across the subjects

Sharing Glossaries with Chinese lecturers- keep them succinct and targeted 30/50

Exam - 250 words is good target 3 or 4 of those questions

Stage 2 academic articles - academic reading is encouraged/demonstrated

Critical Review - why they select an essay, why is it relevant, highlight important points, key examples. (less focused on limitations_support the topic

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In Transport lectures/assignments, what types of article are students expected to read? What expectations are there in terms of number of articles to read per semester/per assignment? Any recommended topics that English teachers could draw on?

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In Transport lectures/assignments, what types of article are students expected to read? What expectations are there in terms of number of articles to read per semester/per assignment? Any recommended topics that English teachers could draw on?