We should have worked with each competence during one term through the two year project time. Due to Covid we only used the first term for Listening as decided. The others we changed after more than one term since we got another year to work with our project. In Sweden new classes were involved since the first ones finished and went to other schools, but in the three other schools the work could go on with the same students all the time.
After each competence there was an evaluation where involved students from each school took part – not only travelling ones.
First we worked with Listening activities and about 50 % of the students considered them interesting, but 57 % thought that they had learnt something new from them.
The second competence to work with was Speaking and more than 60 % of the students considered them interesting and more than 50 % thought that they had learnt something new from them. We don’t practice speaking as often as reading, writing and listening and maybe that is why the students thought that they were more interesting.
Our third competence to work with was Reading and more than 50 % of the students considered them interesting and also thought that they had learnt something new from them. 41 % of the students thought the activities were more fun than the ones in their ordinary textbooks and made the lessons more varied.
The last competence we worked with was Writing and about 50 % of the students considered them interesting, and just over 40 % thought that they had learnt something new from them. 55 % thought they were more fun than the ones in their ordinary books.
Between 12 and 14 % of the students, depending on the language competence we had worked with, thought that they hadn’t learnt anything new while doing the exercises. We believe it is because these students already have a high performance in English.
About 20 % didn’t think the listening, speaking and reading activities were either better or worse than the ones in their ordinary textbooks, just something else to do beside the book. For the writing activities as many as 30% didn’t think they were either better or worse.
At the LTT: s we felt that the students were more positive than the results for all students showed. Even if many thought the exercises were fun and that they had learnt from them it was better when the students worked together with other students from different countries and in an environment where they had to use English in real life.
