ECF for learning, teaching and assessing languages (CEF, 2011) outlined main objectives and benchmarks of language learning in multi-language EU environment, EFQM showed how to achieve the goals on a higher education institution (HEI) level, several researchers developed one study course specific quality evaluation instruments (Lasnier, 2003; Huts, 2008; Meder/Iske, 2009; Rudzinska, 2011_2).

With the help of the last instrument the quality of the study course can be evaluated as to its aims, process (student activities, lecturer activities, assessment, and microclimate) and study results, considering such quality criteria as clarity, adequacy, cooperation, individual work, variety, and deep approach. The subjects of the model are students, teaching staff, professional sphere and base schools. Furthermore, the model has been applied to evaluate the quality of textbooks and tests, used on the course (Rudzinska, 2010; Rudzinska, 2012).

Present investigation aims to evaluate with the instrument (Rudzinska, 2011_2) the affect of the introduction of innovative on-line tools on the quality of study process and learning outcomes in ESP (English for specific purposes) courses in two Europeans HEIs.

Free easy-to-use digital tools Bighugelabs (poster maker) and Piclits (a creative writing site) were used for advertising places familiar to students (university, library, sports club, etc.). A more complex tool Glogster, were students had to work in the public space and could receive feedback from the whole world, was used for the creation of tourism advertising posters. Writing for Wikipedia, students created their own articles or edited the existing ones, receiving immediate feedback from on-line editors. Free on-line mind mapping with FreeMind was employed to study and reflect the concepts of sports medicine.

Qualitative research methods are used to investigate the affect of the introduction of on-line tools on the quality of study process; quantitative methods are used to investigate differences, if any, in male and female study outcomes (the development of presentation skills and professional foreign language competence) in an ESP course.

Research results about male and female achievement in the development of verbal skills are controversial. Research in education, including international PIRLS and OECD PISA studies, shows strong female superiority over males in the development of verbal skills and in attitude to language learning (Cole/Willingham/Cole, 1997; Geske/Ozola, 2007; Johansone, 2007). However, a list of investigations, including some, investigating sport related HEIs, doubts this superiority (Cameron, 2007; Omrčen/Bosnar, 2010; Rudzinska, 2011_1). Causes for bridging gender gap in verbal skills in sport related higher education institutions are basically physical (sportsmen have higher levels of hormone testosterone, which increases their interest in communication), psychological (sportsmen have enhanced self-esteem) and social (sportsmen often travel) (Omrčen/ Bosnar, 2010).

Male students are reported to learn better languages, if CLIL approach is introduced (CLIL, 2002). In CLIL courses students are more involved, more active, the course is more attractive to them. Introduction of innovative learning tools might also better address male student needs. In the case learning outcomes in ESP course are gender unbiased, this is the evidence that course quality is high, since it equally challenges both male and female students.

1. Cameron, D. “Unanswered questions and unquestioned assumptions in the study of language and gender: Female verbal superiority”, Gender and Language, Vol. 1, pp. 15-25, 2007. 2. CLIL/EMILE – the European Dimension – Action, Trends and Foresight Potential, 2002. 3. Geske, A./Ozola, A. Skolēnu sasniegumi lasītprasmē Latvijā un pasaulē (Student achievement in reading literacy in Latvia and the world), Rīga, LU Akadēmiskais apgāds, 2007. 4. Johansone, I., Starptautiskais lasītprasmes novērtēšanas pētījums 2000-2003 (International PIRLS investigation 2000-2003), Rīga, Mācību grāmata, 2003. 5. Omrčen, D./Bosnar, K. Gender Stereotyping Bias – Assessment of the Swimming and Underwater Diving Vocabulary Knowledge in English as a Foreign Language in Kinesiology, pp. 1-6. In S. Orthaber and P. Vičić (eds.) Proceedings CD of the international language conference “The importance of learning professional foreign languages for communication between cultures”, Celje, Slovenia, University of Maribor, Faculty of Logistics, 2010. 6. Pop A., Rudzinska, I., Dredetianu M. Designing motivating activities for business English correspondence with/without the new Technologies, Academica Science Journal, Economica Series, No 1(1), p. 45-50, http://academica.udcantemir.ro/wp-content/uploads/article/economica/e1/E1A6.pdf, 2012. 7. Rudzinska, I. Evaluating ESP textbooks with the help of quality systems, International Symposium „Research, education, development”, University of Dimitrie Cantemir, Targu-Mures, Romania, Editura RISOPRINT, Cluj-Napoca, 2010, pp. 435-444. 8. Rudzinska, I. Meeting the Challenge of Evaluating the Quality of a Professional Foreign Language Study Course, Paper presented at ECER-EERA European Conference on Educational Research 2011 “Urban Education”, Freie Universität Berlin, Germany, September 12 -16, 2011, Education-line http://www.leeds.ac.uk/educol/documents/186959.pdf. 9. Rudzinska, I. The use of quality models for assessing test quality in professional foreign language course, Paper presented at the European Conference on Educational Research, University of Cádiz, Spain, 18-21 September 2012, Education-line http://www.leeds.ac.uk/educol/documents/214605.pdf.