Program Development Report

Program Title: College English Lesson for Chinese Freshmen Describe the history and development of an organization
Designer Name: Xi Lan

Program Overview
Topic & Content
English is the official second language for Chinese students. Most English Courses offered for Chinese
students from elementary schools to colleges build upon one another from entry level to advanced
level. That is to say, a college English course is designed based on students prior English knowledge,
gained from a high school English course. Chinese freshmen are required to take college English
courses. The English courses provided in colleges aim to improve students English communication
skills. Recently, many English teaching departments at Chinese colleges are adopting the textbook
English for Careers, published by Higher Education English Education Press in China, to teach
Chinese freshmen English. It not only bridges English skills from the high school English course with
new knowledge for Chinese freshmen, but it also contains materials related to careers, which college
students are really interested in.
This program will be designed as the first lesson for Chinese freshmen and instructors who are using
this textbook for College English courses. It will use the first text Google in Unit 1 Organization
from it, as the main teaching material. The content of the reading material, Google, is mainly about
the history and development of Google. The goal of this program is to help Chinese freshmen describe
the main events of an organization, talk about four changes that Google has brought to their life and
society, and express personal views of an organization with oral English.
Intended Users
The intended users will be first-year college students who are using the textbook English for Careers
in China.
Instructional Objective
The learners will be able to describe the four main events of the development of Google, four changes
that Google has brought to their life and the whole society, and their views of these changes by giving
a 2-minute presentation in English.

Meanwhile, their oral English skills including pronunciation, intonation, and fluency will also be
assessed.
Instructional Materials
The materials include an instructor guide, student booklet for each student, a video to introduce the topic,
an audio of the text, a posttest for each student, and an instructional PowerPoint.

Evaluation Method
Participants
10 Chinese students from AECP at ASU participated in a small group test of this program. English is the
second language of all the students.
Process
The instructor taught this program using the procedures written in the instructor guide of this program. The
instructor guided all practice activities during the instruction, and administered and scored the posttest.
Also, the instructor administered a student survey to this class and completed an instructor attitude survey.
Data Sources and Collection

The posttest is a performance test, which is a presentation in English. The student survey and
instructor attitude survey are used to collect data from small group tryout, which would be helpful for
evaluating the lesson and providing suggestions on revisions.
Results
Student Achievement
The mean percentage scores of the small group test students on the posttest are shown by four parts of
the objective. 10 students posttest scores were 100% on describing four events, describing four
changes, and expressing personal views. Their posttest scores on oral English skills are 90%.
Student Attitudes
Student responses on the Student Survey are summarized in Appendix A. It can be seen that 100% of
students strongly agree that the instruction was well organized, that the instruction was easy to
understand, that the students booklet is easy to follow, that the instructor was able to successfully
guide the program, and the activities helped learn the information. 90% of students strongly agreed
that the program is useful for them, that they feel confident to talk about this topic in English, and this
program was good. Further, 80% of students strongly agree that they would recommend this program
to others, while 20% of students indicated that they agreed.
When asked what activities they liked best about this program, all 10 students responded Watching
video and Discussion.
Teacher Attitudes
The responses of the teacher on the Instructor Attitude Survey are in Appendix B.
The teacher was satisfied with the performances of the students. She strongly agrees that the material
is worthwhile for students to learn, that the program objective was clearly stated, that the activities
helped the students learn the skill, that the instructor guide was easy to use, that she received adequate
directions for conducting this program, and the program is suitable for the learners. Also, she agrees
that the materials were appealing and interesting, that she likes the program, and she would use this
program again.

Revisions
Based on the data collected from the teacher and students, some revisions to this program are listed:
1. Discuss about the impression of this company at the beginning, to motivate students.
2. Provide more organization examples besides Google so that students can talk about companies that
they are familiar with.
3. In order to make the material more interesting and appealing, consider adding more visual elements.
4. Use dialogues to provide the information about an organization, instead of a text.
5. Change some activities, such as dictation, and design more interactive activities.

Posttest



Different parts of the objective
Four Events
Four Changes
Personal Views
Oral English Skills
Total

Percentage
100%
100%
100%
90%
90%

Appendix A
Responses to Student Survey
A. Check how much you liked each of the activities listed below with an X in the box:
Activity

I liked
this a lot

1.Watch the History of Google video and discuss

I liked
this OK

I did not
like this

I did not
do this

100%
(10)

2. Dictate words from Google text

50%(5)

40%(4)

3. Review skimming and scanning skills

60%(6)

40%(4)

4.Do fast reading and find four main events of Google

development

80%(8)

20%(2)

5. Discuss four changes that Google has brought to your life

and the whole society, and share your views of these
changes.

70% (7)

30%(3)

6. Practice Presentation

80% (8)

20%(2)

7. Taking posttest

70%(7)

30%(3)

10%(1)

B. Please read each statement below. Then mark your answer with an X in the box:

Statement
1.The instruction was well organized.
2.The instruction was easy to understand.
3. The student booklet is easy to follow.
4.The instructor was able to successfully guide the
program.
6.The activities helped learn the information.
7. This program is useful for me.
8. I feel confident to talk about this topic in English
now.
9. I would recommend this program to others.
10. Overall, this was a good program.

Strongly
Agree

Agree

100% (10)
100%(10)
100% (10)
100%(10)
100%(10)
90%(9)

10%(1)

90%(1)

10%(1)

80%(2)

20%(2)

90%(1)

10%(1)

C. What did you like best about the program?

The video is attractive.
The topic is important and useful.
I can have a lot of speaking opportunities in the classroom.
D. What could be done to improve the program?
Hope this lesson can be more interesting.
I hope the text Google can be changed into a dialogue.
E. Other comments or suggestions? Hope this program can help me past other oral English tests.

Disagree

Strongly
Disagree

Appendix B
Instructor Attitude Survey

Strongly

Agree

Statement

Disagree

Strongly
Disagree

Agree
1.The material is worthwhile for students to learn.

2.The program objective was clearly stated.

3. The activities helped the students learn the skill.

4. The instructor guide was easy to use.

6. I received adequate directions for conducting this

program.

7. The materials were appealing

8. The materials were interesting.

9. The program is suitable for the learners.

10. I like this program.

11. I would use this program again.

What was the major strength of this program?

The instructor guide is clear and easy to follow.

The instructor guide includes preview activities that can help students recall their knowledge and bridge them with
new knowledge.
I feel happy that students can learn more efficiently.

What was the major weakness of this program?

There is only one organization example -Google. It may be not attractive enough for all students.

What kinds of changes would you make in the program?

After finishing all the activities, ask students to provide more organizations that they are familiar with. Ask students to
talk about the changes and their views of these changes. Thus, students can review what they have learned and apply them
in the practice.

Other comments or suggestions?

At the beginning of the class, ask students to talk about What do you know about Google? After discussion, the
teacher will play the video and introduce the topic. In this way, students may be more motivated to participate in the
following activities.