Goal Setting

Goal setting is the process in which learners identify their language learning goals and establish an action plan towards those goals. This action plan should have a series of steps (short-term goals) towards 
a larger objective (long-term goal). Goal-setting is an important part of the instructional process and learner centred approach. As an instructor, you can guide learners through the process of setting short-term and long-term language learning goals. Having learners set goals helps instructors inform planning and teaching. Closely related to needs assessment, goal setting helps learners define their purpose for study and take ownership of it.

In PBLA, goal setting is an ongoing process with constant revision. 
You should offer learners the opportunity to set goals at the start of a class and then again periodically throughout their learning. As learners achieve their short-term goals, they can revise those goals or set new goals. This revision can occur as a part of self-reflection at the end of 
a theme or class. Goal setting can also be part of learner conferences; learners can reflect on their goals and progress in preparation for their conference, and if needed, revise their goals with you during their conference or after reviewing their portfolios.

A useful tool for goal setting is SMART goals, which helps learners create clear, measurable and achievable goals.

SMART stands for:

• Specific – Your goal has a defined outcome
• Measurable – You can measure progress on your goal
• Achievable /attainable – You can achieve your goal
• Relevant / realistic – Your goal is realistic and relevant to you
• Timely – Your goal has realistic timelines

Here is an example of a language learner setting a SMART goal:

• Specific – Improve my writing CLB to be eligible for a bridging
program
• Measurable – Increase my writing from CLB 5 to CLB 6
• Achievable /attainable – Currently enrolled in a LINC 5 class
• Relevant / realistic – LINC 5 meets my needs to increase my writing CLB
• Timely – 6-9 months before the bridging program begins

In LINC, we work primarily with short-term goals. It can be helpful to 
ask learners to think about their long-term goal(s) and then work backward to establish the smaller steps, related to language learning, they need to take and how they can measure those steps as short-term goals along the way. Short-term goals are small, measurable goals that can be completed within a short timeframe. Long-term goals are large, measurable goals that take many steps to complete and time to achieve. Although they may not be completed within the LINC class timeframe, they are relevant as they can help you get to know learners, help learners get to know each other and help you to make your class relevant to learners’ lives and aspirations. They are also a useful 
starting point for setting short term, course specific goals.

Goal setting can be completed using:

• Multiple choice questionnaires
• Short answer questionnaires
• One-on-one interviews
• Group discussions
• Reflections or journals