Personal Learning Profile and English Course Preferences

Educational Background

1. What is the highest level of education you have?
2. How long have you studied English?
3. Where have you studied English? When?
4. In a group or one-to-one class?
5. What methods did the teacher use?
6. Who was the teacher?
7. Did you use a coursebook?
8. Have you taken any exams in English? Which exams?
9. Do you enjoy learning English?
10. What are your strengths in English?
11. What are your weaknesses in English?
12. Do you speak any other languages? To what level?

Course Preferences

1. What would you like to be able to do by the end of the course that you can't do now?
2. What area of English would you like to improve?
3. What type of activities do you prefer?
4. What topics do you want to discuss in class?
5. What areas of vocabulary are useful?
6. Would you prefer to use a coursebook, authentic materials or both?

English Skills

1. Number the categories from 1-7 in order of importance for you:
2. How useful will these things be in our classes? Write a score in the boxes.
3. Is there anything else you would like from our classes?
4. Do you have any other comments?

Written Task

Option 2: Write why you would like to learn English.

Option 1: Write about the last holiday you went on.

Option 2: Write why you would like to learn English.

Assessment Summary

The assessment requires students to prepare a Personal Learning Profile reflecting on their educational background, English learning history, strengths and weaknesses, course preferences, and learning objectives. Students are also required to complete a written task by choosing between writing about their last holiday or explaining why they would like to learn English.

Key Pointers to be Covered in the Assessment:

1. Educational Background – level of education, English study duration, type of classes, teacher methods, exams taken, use of coursebooks.

2. English Strengths and Weaknesses – self-assessment of language abilities.

3. Course Preferences – goals, preferred learning methods, vocabulary focus, and activity types.

4. English Skills Prioritisation – ranking different skills (speaking, writing, listening, grammar, etc.).

5. Written Task – reflection on either:

   • Last holiday experience, OR

   • Reasons for wanting to learn English.

Approach by Academic Mentor

Step 1 – Understanding the Requirements

The mentor first explained the purpose of the assessment: to evaluate students’ English learning needs, preferences, and written communication skills. The student was guided to break down the questions into manageable sections.

Step 2 – Educational Background

The student reflected on their education level, years of English learning, classroom style (group/one-to-one), methods used, teachers, exams taken (like IELTS/TOEFL), and materials (coursebooks vs authentic). Mentor advised using clear factual answers to establish a learning history.

Step 3 – Strengths and Weaknesses

The student identified reading and writing as strong skills, while speaking fluency and listening comprehension were marked as weaker areas. The mentor highlighted the importance of honest self-assessment for effective course planning.

Step 4 – Course Preferences

The mentor guided the student to outline goals (e.g., better fluency, academic writing skills), preferred learning activities (debates, group discussions), and useful vocabulary (academic, professional, conversational). Both coursebooks and authentic materials were suggested for balanced learning.

Step 5 – English Skills Ranking

The student ranked speaking as the most important skill, followed by listening and writing. The mentor explained how this ranking helps design tailored lesson plans.

Step 6 – Written Task

The student selected Option 2: Why I Would Like to Learn English. The mentor provided a step-by-step approach:

• Introduction: General importance of English globally.

• Body: Personal reasons – academic, career, cultural.

• Conclusion: Future goals and motivation.
  This ensured logical flow, grammar accuracy, and discipline-based vocabulary.

Step 7 – Review and Feedback

Finally, the mentor reviewed the draft, ensuring that:

• APA7 referencing (if sources used) was correct.

• Grammar and sentence structure adhered to academic conventions.

• Reflection demonstrated clarity and purpose.

Final Outcome

• Assessment Requirements Met: All sections were addressed (background, strengths/weaknesses, preferences, ranking, and written task).

• Process: Guided reflection, structured answers, and a polished written task.

• Learning Objectives Covered:

  • Self-awareness of learning style and needs.

  • Ability to structure reflections in English.

  • Application of critical thinking to identify strengths and weaknesses.

  • Practice in academic writing through the reflective task.

The assessment was successfully completed with a clear personal learning profile and a well-written reflective essay, demonstrating progress toward improving English language competence.

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