Speaker
Abstract section 2: Contribution/research questions
Research Questions -
1. How do students perceive the effeciveness of specific course components (activities, assessments, textbook) in meeting their English-learning needs?
2. What factors most strongly influence student motivation and engagement in the General English classroom?
3. How do student-reported learning barriers and support needs vary across proficiency levels and affect perceived course outcomes?
Abstract section 4: Outcomes/results
The study revealed mixed responses with students explicitly stating that they wanted more speaking based activities - they wanted more chances to talk, practice conversations, and use language spontaneously. Students ranked speaking and collaborative activities higher than lectures, individual worksheets or passive listening.
Abstract section 1: Relevance
This study aims to guide curriculum design and identify which teaching methods and activities work best for the student cohort. We further aim to reveal specific learning barriers so resources can be more focused. By interviewing students from a variety of majors and across a spectrum of gender and abilities, we aim to provide data for iterative course adjustments, and to allocate resources efficiently in future. It is hoped that the results of the study can help to gain a better understanding of student motivation across majors. The results will be used to generate better teaching practices in future.
Abstract section 3: Content/method
Method -
Questionnaires were distributed via Google Docs during Weeks 8 and 15 to around 450 students.. The questions were framed to examine student experiences and motivation. Likert scales with a range of five to one with five being the highest and one being the lowest were used to collect feedback. Additionally 10 students, 5 male and 5 female, were interviewed to discuss their responses based on their experiences in the classroom.
Abstract section 5: References
Chihata T. & Oller, J.W., 1978 Attitudes and attained proficiency in EFL: A sociolinguistic study of adult Japanese speakers. Language Learning. 28 (1). 55-68.
Dornyei, Z., 1998. Motivation in second and foreign language learning. Language Teaching. 31, 117 - 135.
| Title | Assessing student experiences in a General English classroom |
|---|---|
| Teaching Context | College and university education |