Centres and Perspectives: Soliciting Learner Feedback in Japan  

Oleh:

Hayes, Daragh

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Innovation in Language Learning and Teaching (Full Text) vol. 2 no. 2 (2008), page 152-173.
Topik: curriculum negotiation; learner autonomy; student feedback
Fulltext: vol. 2, no. 2, 2008, 152-173.pdf (454.91KB)

Isi artikel

Though student evaluations of teaching (SETs) remain the most widespread method of collecting summative assessments of instruction, little research has been conducted on developing formative evaluation instruments to inform classroom practice on an ongoing basis. This paper describes a year-long qualitative study documenting the use of three supplementary student evaluation instruments at a Japanese university. Sixty-six students in two mandatory English classes participated in the study and voluntarily submitted feedback on the instruction they received. The findings indicate that the feedback process led to changes in learner selfreflection and more proactive approaches to goal setting on the part of many students. Learner attitudes towards language use and classroom behaviour were also affected as students learned about the views of their classroom peers. The project also underscored how the different roles and vantage points learners and instructors assume in the classroom can lead to diverging perceptions of classroom events and the factors that facilitate language acquisition. In exploring the interplay between research and classroom practice, the study points to the importance of pursuing safe and nonjudgemental avenues of dialogue with learners as a means of addressing pedagogical mismatch in the classroom.

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