ENHANCING STUDENT ENGAGEMENT THROUGH MEANINGFUL ‘FORWARD-WASH’

Abstract

This research involved assessing, negotiating with, and supporting two small classes at two different Thai universities as to what they would need to be able to do with English after graduating with an undergraduate degree and looking for an internship or their first job. Based on examining their expectations and applying a negotiated needs assessment or ‘forward-wash,’ student engagement was supported during the course. With an overwhelming amount of online advice and support available, a myriad of career interests, and a never-ending combination and permutation of specific job opportunities and their application requirements, students were purposely led through a chaotic and constantly changing scenario. With the relatively small class sizes 14 and 16, differentiated support and direction were provided to individuals or smaller groups based on their English skills, personal background, and career expectations. This case study found that when students knew exactly what they needed to be able to do and were provided with the tools to achieve this based on their varying abilities, the two courses could be defined as having been successful. In addition, it was determined that while students were often confused or frustrated as to what was being undertaken, on completion of the course, most could see the benefit of having experienced this in a safe and non-threatening environment. Finally, despite a reluctance to practice repeatedly, students came to appreciate that knowing how to monitor and control their speaking speed enables them to control one manifestation of nervousness: speaking quickly.