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Students completed feedback sheets with both quantitative and qualitative questions, and 79 feedback sheets were collected.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main recommendations from the pilot findings?",{"text":72,"@type":64},"The findings suggest uptake depends on learner training, so teacher support and clearer direction are important. The document also recommends developing a teacher’s pack and linking future pilots to continued follow-up to see sustained use.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},493182,1791671316,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Using a Vocabulary Organizer in EAP courses  \nPete Sharma BALEAP April 2015  \nAuthor  \nOverview  \n• Part one  \nGenesis  \n• Part two  \nThe pilot  \nEAP Lecturer Pre-sessionals   \nDirector of training  Consultant   Teacher Trainer   \nBook Reviewer   \nPart one  \nA brief history of Lexical Notebooks  \nCollins online dictionary  \n1980’s-electronic corpora  \nCollins Birmingham University International Language Database (COBUILD)  \n\n| \u003Cbr>Red***\u003Cbr>Red** Red*\u003Cbr>Black | \u003Cbr>A1, A2, B1, B2 (CEFR) | \u003Cbr>Oxford3000™\u003Cbr>| \u003Cbr>S1 / W3 | ◊◊◊\u003Cbr>◊◊\u003Cbr>◊ No diamond\u003Cbr>|\n| --- | --- | --- | --- | --- |\n\nWord Frequency  \nBand 5 – just over 700  \nBand 4 – just over 1000  \nBand 3 – just over 1500  \n◊ ◊ ◊  \n◊ ◊  \n◊  \nBand 2 – just over 3000  \nBand 1 – just over 8000  \nNo frequency tag – c. 17,900  \nWord – translation  \nPre sessionals  \nPhotographer : Pete Sharma  \n“Write it in your lexical notebook!”  \nPre sessionals  \n“What’s that?”  \nSynonyms / antonyms  \nRegister  \nEtymology   \nthinks about how they are learning is willing to experiment and take risks  \nis independent-does not expect to learn English just by sitting in the classroom”  \nis organised and active  \nhas insights into their preferred learning modality [VAK]  \nTWO PARTS  \n“How do your students store their new words?”  \nwriting down a word with the translation alphabetically, as in a dictionary  \nin a diagram , e.g. a ‘word tree’ / 'mind-map'in lexical sets [i.e. in](i.e. in) groups of related words  \non index-cards (translation on back)  \nIndex cards  \nPhotographer : Pete Sharma  \nelectronically spread-sheet app  \nTo sum up….  \nNo single ‘best way’ to record and review – all students are different  \n‘A’ system is better than ‘no system’  \nUsing the Vocabulary Organizer encourages good practice!  \nMy Wordbook  \nBritish Council / CUP  \nQuizlet  \nOALD  \n26  \nThe pilot Part two  \nPhotographer: Pete Sharma  \nThe Pilot  \nVocabulary Organizer piloted in a five week course, August – September 2014, by four teachers  \nStudents given a feedback sheet with quantative and qualitative questions  \n79 feedback sheets collected  \nNot all questions were answered  \nData  \nQ1: Did you enjoy using the V.O.?  \nQ1 . Did you enjoy using the V.O.?  \n35  \n30  \n25  \n20  \n15  \n10  \n5  \n0  \nEnjoyed a lot Enjoyed Somewhat Not much Not at all  \nQ2: How often did you use your V.O.?  \nQ2 How often did you use your V. O.?  \n0  Every day Every few days Once a week   \nQ4: Will you continue to use your V.O.?  \nWill you continute to use your V.O?  \n40  \n35  \n30  \n25  \n20  \n15  \n10  \n5  \n0  \nDefinitely Probably Not sure Probably not Definitely not  \nQ6: What should happen next year?  \nWhat should happen next year?  \n45  \n40  \n35  \n30  \n25  \n20  \n15  \n10  \n5  \n0  \nIssue to all students Issue to some students Students to buy their own  \nQ3: How useful was the V.O.?  \nQ3 . How useful was the V. O.?  \n0  Very useful Useful OK Not very Not at all   \nQ5: Which sections did you use?  \nQ5 . Which sections did you use?  \n70  \n60  \n0  Word maps New words Phrasals Collocations Idioms Key words A-Z   \nComments  \n\n| + | - |\n| --- | --- |\n| Useful (10) | More examples (3) |\n| Useful / very useful (3) | More space (7) |\n| Good (8) | More pages (8) |\n| Could be smaller / more portable (5) | Didn’t use (2)– don’t know how to |\n| App version (2) / electronic version (3) | More pages for new words (2) |\n\nConclusions & recommendations (1/2)  \nScope to develop a Teacher’s pack to supplement the Vocabulary Organiser with tasks-already developed during the pilot  \nFeedback bears out the hypothesis that uptake is linked to learner training  \nLink any future pilot to following students on insessionals to see if students continue to use it  \nConclusions & recommendations (2/2)  \nUpon reflection, many students not autonomous learners-would have appreciated more direction from teacher  \ne.g. how to construct a word map  \nwhich words to build word maps around  \nI asked SS to bring books every Friday. In future, leave books in room weeks 1-2, & use ev","cbCaik79kT4wFdWR","https://ap.wps.com/l/cbCaik79kT4wFdWR","pdf",1342677,"English","# Overview\n## Part one - Genesis\n## Part two - The pilot\n# Data and survey results\n## Conclusions & recommendations\n## The future","[{\"question\":\"What is the “Vocabulary Organizer” used for in the EAP pilot?\",\"answer\":\"It is a vocabulary recording and review tool introduced to students to help them store new words and develop effective study habits.\"},{\"question\":\"How was the pilot conducted and what feedback was collected?\",\"answer\":\"The Vocabulary Organizer was piloted in a five-week course (August–September 2014) by four teachers. Students completed feedback sheets with both quantitative and qualitative questions, and 79 feedback sheets were collected.\"},{\"question\":\"What were the main recommendations from the pilot findings?\",\"answer\":\"The findings suggest uptake depends on learner training, so teacher support and clearer direction are important. The document also recommends developing a teacher’s pack and linking future pilots to continued follow-up to see sustained use.\"}]","Using a Vocabulary Organizer in EAP courses - BALEAP Pete Sharma April 2015 | PDF",1790877351,18]