Staff/student participation in course evaluation: a procedure for improving course design

Sharp, Alastair

doi:10.1093/elt/44.2.132

Cited by 8 publications

(6 citation statements)

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“…The subjects consist of two groups: the students who take English for Medical Purposes (EMP) and the instructors who teach the current syllabus. Referring to these types of students, Celani et al (1988), and Sharp (1990) stated that it is more successful to involve both instructors and their students in building up the syllabus, stressing their views and perceptions about syllabus design and within their needs.…”

Section: Subjectsmentioning

confidence: 99%

Needs Analysis as a Prerequisite for Designing an ESP Course for Medical Students

Ibrahim¹

2020

OJML

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This study aims to assess the medical students' needs analysis at the Faculty of Medicine at Al-Neelain University in the field of English for Specific Purposes (ESP). It also aims to examine the perceptions of the students and their instructors about the present syllabus and the challenges, which the students and the instructors face. It is an exploratory study, that is, to discover the aspects of reviewing a program by involving both instructors and students to express their views. The researcher followed the descriptive and analytical approach. The subjects of this study were of two types: the instructors who are either having experience in teaching ESP syllabus or teaching the current program (i.e. English for Medical Purposes) and medical students of first and second year. The number of the respondents who participated in the study was five instructors, twenty-five students of the first year and twenty-five students of the second year. The data, which were collected by the two forms of the questionnaires, were analyzed through statistics (numbers) then converted into the forms of percentage. The findings of this study confirmed that there were several problems that the students faced at the faculty such as the lack of some of the basic skills, especially speaking and listening skills. As recommendation plays an important basis to undergo some changes within the current syllabus, it is recommended to review the current syllabus to undergo some changes in the content of the syllabus so as to meet if not all, most of students' needs towards their medical study. It is also recommended to use different methods for collecting data such interviews and classroom observation to get more productive data as well as to use more technical aids such as computer, videos and TV.

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Section: Subjectsmentioning

confidence: 99%

Needs Analysis as a Prerequisite for Designing an ESP Course for Medical Students

Ibrahim¹

2020

OJML

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“…Asking learners to relate their thoughts about their language learning experiences gives rise to some confusion as to whether they are being asked about their perceptions (e.g., Block, 1994Block, , 1996Leki, 1995), their attitudes (e.g., Gardner, 1983;Harley et al, 1990;Smit, 1994), or their evaluations (Murphy, 1993;Sharp, 1990). In this study I use perception to mean a "process of apprehending through sensory input" (Holahan, 1982, p. 24) the teaching/learning situation in which learners find themselves, particularly the language teaching/learning activities that they encounter.…”

Section: The Study: Background Definitionsmentioning

confidence: 99%

Discovering Learners' Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context

1998

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Every day, ESL teachers make many decisions in their classrooms about language teaching/learning processes. These include decisions about which activities their learners might possibly enjoy, which are most effective, and which would provide learners with skills that they could use for academic and communicative purposes. The learners, however, are seldom involved in this decision‐making process. I argue in this article that they should be. I report on a study that investigated high school ESL learners' perceptions of the language teaching/learning activities they encountered in their classes. Using multimethod, qualitative research procedures, I discovered that the perceptions of these learners often surprised their teachers. I recommend that teachers constantly monitor their learners' perceptions of classroom life. Once they are aware of them, they can, if necessary, plan and implement alternative practices. Finally, I suggest ways in which this can be done.

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“…In the questionnaires, the highest degree of improvement in the language skills was reported with the writing skills and the lowest with the listening skills, which has been also supported with the insights from the teacher and student interviews. Similarly, Sharp (1990) also reported that students experienced problems with their listening skills development in his evaluation of a four-month English course aiming to upgrade the English level of students for entering a university faculty. In the same vein, the results of Yel's (2009) evaluation for the English high school curricula revealed students' needs that are related to reading and writing skills were met more than their listening and speaking skills.…”

Section: Discussion Of the Resultsmentioning

confidence: 95%

A Program Evaluation Study of the Main Course at a Preparatory Program: A Case Study

Mutlu¹

2018

Turkish Online Journal of Qualitative Inquiry

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This study is an evaluation case study and aims to evaluate the English as a foreign language (EFL) preparatory course called Main Course (MC) on the basis of the modified version of Bellon and Handler's (1982) evaluation model. The purpose of this study is twofold: i) analyze the EFL preparatory course with regard to its four fundamental aspects, a) aims and objectives, b) course content and materials, c) course conduct and d) student assessment and outcomes, and ii) identify aspects to be improved in relation to these four areas. The participants of the study included the course instructors and their students in several preparatory classrooms. The study followed a mixed methods design in which the data were collected through questionnaires, interviews and observations. The results revealed that MC was generally effective with regard to the four fundamental aspects as reported by the course instructors and students. The qualitative and quantitative data used to identify the gaps between the current and expected situation of the course in terms of four aspects corroborated to a large extent. However, the results showed inconsistencies between teachers' and students' perceptions especially in terms of the aspects of course content and assessment. For the improvement of the gaps found as a result of the evaluation activities, several recommendations were made such as the inclusion of more practice activities and various types of assessment methods to test student performance in the course and consideration of alignment between the testing and teaching procedures. ÖzBu çalışma bir program değerlendirme durum çalışmasıdır ve bir yabancı dil olarak İngilizce hazırlık programındaki Temel dersin (TD) Bellon ve Handler'ın (1982) değerlendirme modelinin adapte edilmiş hali ile değerlendirilmesini amaçlamaktadır. Çalışmanın amaçları iki şekilde özetlenebilir: i) yabancı dil olarak İngilizce hazırlık programındaki Temel dersinin a) dersin hedefleri ve amaçlar, b) ders içeriği ve materyaller, c) dersin işlenişi ve d) öğrenci değerlendirmesi ve sonuçlar olmak üzere bir dersi oluşturan dört ana öğeye göre değerlendirilmesi ve ii) bu dört temel öğe itibari ile iyileştirilmesi gereken yönlerin belirlenmesi. Çalışma örneklemini hazırlık sınıfının farklı sınıflarında öğrenim gören öğrenciler ve ders öğretim elemanları oluşturmaktadır. Bir karma desen çalışması olan bu değerlendirme çalışmasında veriler anket, görüşme ve yapılan gözlemler aracılığıyla toplanmıştır. Çalışma sonuçları İngilizce Temel dersinin öğrenci ve öğretim elemanları görüşlerine göre bir dersi oluşturan dört temel öğe açısından bakıldığında genel olarak etkili olduğunu göstermiştir. Bu dört temel öğeye göre var olan ve olması istenen durum arasındaki farkı tespit etmek için kullanılan nitel ve nicel verilerin büyük ölçüde örtüştüğü görülmüştür. Fakat sonuçlar özellikle dersin içeriği ve öğrenci değerlendirmesi öğelerinde öğretmen ve öğrenci görüşleri arasında tutarsızlıkların var olduğunu da göstermektedir. Değerlendirme etkinlikleri sonucunda tespit edilen iyil...

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Staff/student participation in course evaluation: a procedure for improving course design

Cited by 8 publications

References 0 publications

Needs Analysis as a Prerequisite for Designing an ESP Course for Medical Students

Needs Analysis as a Prerequisite for Designing an ESP Course for Medical Students

Discovering Learners' Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context

A Program Evaluation Study of the Main Course at a Preparatory Program: A Case Study

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