Curricular integration of the eTwinning project “Renewing European Values for Social Inclusion and Democratic Citizenship under the Auspices of eTwinning and Erasmus+ Programmes” (2020-2022)
This project activity initiated and conducted by the students enrolled in the 11th grade showed us that a language is not only a tool for communication, but also a tool for learning and personal development, for collaboration and international project participation.
Through this task-based approach of teaching and learning English, the students enriched their life experiences, broadened their horizons, and enhanced their thinking skills. Given the special occasion - the National Day of Romania, the students' affective factors, their interest, motivation and positive attitudes such as patriotism also contributed to the success of the activity.
The learning strategies incorporated into the event and recommended by the national language curriculum facilitated the improvement of key-competences (including social, linguistic, digital, civic, entrepreneurship competences, learning to learn and cultural awareness and expression etc.) in order for the students to become autonomous learners.
Evaluation was designed and administered in a way which encouraged the learners rather than frustrated them and it was carried out in terms of what students could do (positive feedback) rather than what they couldn't do.
The students made progress in terms of language skills (listening, speaking, reading and writing), creative and critical thinking skills and interpersonal skills and also improved their English vocabulary and presentation skills.
The learning strategies included cognitive strategies, planning strategies, communicative strategies and resourcing strategies as they could understand and follow instructions, provide personal and descriptive information and describe personal experiences as part of a process-oriented language learning and teaching approach, such as cooperative learning. The students were encouraged to experience the language, to learn new language by self-discovery, through active participation in the discussion and multimedia presentation activities.
The task-based approach to language learning and teaching, the opportunity of learning by doing and learning by using the language allowed the students to identify their own needs, strengths and weaknesses and take control of their own learning process. Self-assessment and peer-assessment were very useful as evaluation methods as they incorporated (to a considerable extent) learning strategy development into the classroom instruction.
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