About this paper

Appears in:
Pages: 5197-5202
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0246

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain


U. Paatola, A. Perälampi

Helsinki Metropolia University of Applied Sciences (FINLAND)
The purpose of this paper is to study how the change in pedagogical principles has influenced the teaching methods of English Communication with respect to first year IT students. Information Technology Degree Programme at Helsinki Metropolia UAS adopted a curriculum reform in 2014 and introduced team learning and student collaboration as well as team teaching in order to improve learning outcomes. This is important because several studies (e.g. Kantelinen and Airola, 2009; Huhta et. al. 2006; Lappalainen 2010) have argued that foreign language communication skills, especially English skills, play a more significant role in today’s working life. For example, an increasing number of companies use English as their working language.

The data for this study was gathered by analysing video recordings of team teaching and observing students’ project presentations and writing process. Students were also asked to give feedback on the English lessons.

Although the focus on English courses has already for years been on communicative competence (CEFR 2001) and skills needed in working life, the change caused by the new pedagogical approach was noticeable. The preliminary results suggest that the team-based approach to teaching and learning English communication resulted in improved learning outcomes. Especially the students with weaker English skills succeeded better in their learning assignments than they did with conventional teaching arrangements due to the support of their team members and the teacher team.

The presence of professional teachers with working life experience motivated the students. Especially project presentations and the job application process were taken more seriously. Since feedback was received from the teacher team, the structure, content and delivery of the presentations clearly improved. Another significant finding was that not only did the students benefit from team teaching but team teaching provided an opportunity for the teachers to learn from one another.

[1] Council of Europe. (2001). CEFR: Common European Framework of Reference for Languages: Learning, Teaching, Assessment.
[2] Huhta, M., Johnson, E., Lax, U. & Hantula, S. (eds) (2006). Työelämän kieli- ja viestintätaito (Language and Communication Skills at the Workplace). Helsinki: Yliopistopaino. Helsingin ammattikorkeakoulu Stadian julkaisuja Sarja A. Tutkimukset ja raportit 8.
[3] Kantelinen, R. & Airola, A. (2009). Towards a Better Quality and Comparability of Language Education in Finnish Polytechnics. Scandinavian Journal of Educational Research, 53(1), 35-51.
[4] Lappalainen, P. (2010). Integrated Language Education - a Means of Enhancing Engineers’ Social Competences. European Journal of Engineering Education, 35(4), 393-403.
author = {Paatola, U. and Per{\"{a}}lampi, A.},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.0246},
url = {http://dx.doi.org/10.21125/inted.2016.0246},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {5197-5202}}
AU - U. Paatola AU - A. Perälampi
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.0246
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 5197
EP - 5202
ER -
U. Paatola, A. Perälampi (2016) EXPERIENCES OF TEACHING ENGLISH IN COLLABORATION, INTED2016 Proceedings, pp. 5197-5202.