1. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
STUDENTS AT WORK
Rana CHALLAH
Faculté des Langues (FdL)

2. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
1 – Theoretical Context
• Definition
Learning outcomes are statements of what a learner is expected to
know, understand and/or be able to demonstrate after completion
of a process of learning ». (OECD).
•Origins
Outcomes-based education : « a model of educational structuring
that involves the clear and explicit identification, statement and
assessment of student learning » (Spady, 1988; Allan, 1996;
Andrich, 2002; Adam, 2004).

3. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
• 1. Context
• Learning objectives and learning outcomes
Learning objectives : outline the material the instructor intends to
cover or the disciplinary questions the class will address.
Learning outcomes : focus on what the student should know and
realistically be able to do by the end of an
assignment, activity, class, or course.
Learning outcomes focus on :
• the needs of the learner
• The needs of an evolving society
• What the learner should know about a particular subject

4. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
• 1. Context
• Learning outcomes in English courses mark a shift from
instructors to students. They help :
• They help students understand what is offered and how this links
with other courses and prospects (after graduation)
• They increase transparency
• They strengthen accountability
• They enable us to focus on the profile of qualifications rather
than on the particularities of the institution delivering them.
•

5. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
• 1. Context
In this new paradigm, students in English courses are :
 Active learners and engaged students
 Capable of generating learning situations
 Capable of developing competences
 Capable of using former knowledge while creating new
knowledge
 Learn how to deal with real, changing contexts

6. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
• 1. Context
The shift to learning outcomes help us prepare specific course
plans. In this paradigm, there is a transition from :
Unclear verbs Action verbs
• list, describe, • Become aware of
• write, plan, • understand
• select, discuss, • become familiar with
• explain, compare… • appreciate

7. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
2 - Objectives
Extend the students’ experience :
• Beyond the classroom
• Beyond university setting
Objectives are carefully worded:
• Conditions
• Performance (spectific action verbs)
• Criteria/standards (accuracy, time constraints, quantity)

8. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
2. Objectives
Framework of a new paradigm for active learners
 Using language as a starting point to make students
interact, generate ideas, interpretations and responses:
 Seeking opinions, reasoning
 Using debates to elaborate deeper understandings
 Interacting with students and making students interact
with one another so as to develop their language
abilities

9. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
3 – Processes and approaches
 Active learning approaches : engaging students,
triggering their attention
 Meta-cognition :
– Self-appraisal , reflective capacity
– Self-management
 Holistic approach = « enforcing the possibilities of
taking advantage of the brain’s plasticity, facilitating the
learning process » (OECD, 2007)

10. English as a second foreign language: in FdL : enhancing learner oppportunities through learning
Rana CHALLAH Faculté des Langues
3 – Processes and approaches
Purpose
Process

11. English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH Faculté des Langues
4 – Assessment
PURPOSE
CONTEXT
PROCESS
PRODUCT

12. English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH Faculté des Langues
5 – Links to Learning Outcomes
Learning outcomes focus on what the student should know and realistically be
able to do by the end of an assignment, activity, class, or course.
Learning outcomes focus on :
 the needs of the learner;
 the needs of an evolving society;
 what the learner should know about a particular subject.
Learning outcomes in English courses mark a shift from instructors to students:
 They inscrease transparency and strengthen accountability
They enable us to focus on the profile of qualifications rather than on the
particularities of the institution delivering them.

13. English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH Faculté des Langues
6 – Comments
• Need to have a common framework for all USJ
faculties.
• Help the students understand the importance of
this paradigm.

14. English as a second foreign language: in FdL : enhancing learner oppportunities through
learning
Rana CHALLAH Faculté des Langues
• For Further Information
E-mail : rana.challah@usj.edu.lb
OCED. (2007). Assessing Higher Education : Learning
Outcomes.
CEDEFOP. (2011). Using Learning Outcomes : European
Qualifications Framework. Series N°4.