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Dr Assia Rolls has published widely on EP. Judith Hanks and EP event in summer 2015.
Puzzle origins ltd contact,compare EAP and EFL.Sufficient: covering all aspects, meaningful: relevant to what goes on in our classroom, time to implement change, with the same cohort.
Literature tended to be either focusing on formal tools eg SEMs or practical teacher activity books. Relative paucity of info about informal ways to obtain learner feedback and evaluations.
PEPAs=an important principle of Exploratory Practice, investigating the puzzle through everyday classroom activities
Not just a one off. Something to return to as a basis for self evaluation, module reflections. By including boxes for comments from students and teachers.
+Reflective writing slots. Poll apps. TESOL France 2014.
Mid module, end of module. Go through ¾ items with audience.
To summarise. Discussion stage important.
Feedback and evaluations valuable for the teacher but not neccessarily about the teacher.
discussion activities based around ELT/SLA research papers (vocabulary myths,Folse 2004;use of VLEs and discussion boards,Sutherland Smith 2002; student feedback and evaluations, Williams and Brennan 2004)
Dissemination at internal events. Thank audience. Handover.
Ege University 2016 Ppt Chris Banister
Obtaining meaningful student
feedback and evaluations of
the learning experience in a
business English context
English for Academic Purposes (EAP)
Regent’s University London
The Regent’s Language Teacher Research Project
Puzzle and teaching and learning context
Considerations in learner feedback and evaluations
Research tools and potentially exploitable pedagogic
PEPAs in action: Review Collage and Research
Regent’s University London
140 student nationalities
50 staff nationalities
(Regent’s University London 2016)
Language Teacher Research Project
Regent’s Institute of Languages
and Culture (RILC)
Language Teacher Research
Lecturers/Teachers of English,
Italian, French and Spanish
the exploration of a teaching and
core principles: enhanced
development, quality of life,
sustainability (Allwright 2005).
Project leader: Dr. Assia Rolls
Business English modules and
Learners: Undergraduate exchange students, Upper Int (ENG5A1),
Module: 3 hrs p/w, student-led components, blended aspects.
Puzzle: Why don't I get sufficient, meaningful feedback and
evaluation of the learning experience from students?
Puzzle origins: modular format, limited contact hours, stuffed
syllabus + limitations of formal instruments = reduce opportunity for
informal feedback and evaluations = disconnect
To shed light on: materials, activities, methodology, pacing,
interaction and feedback=the totality of the learners’ experience
Aim: delve deeper beyond the official surveys, obtain feedback for
the teacher but not necessarily about the teacher
Clarity of purpose (Williams and Brennan 2004)
Survey fatigue,duplication,ritualisation (Williams and
Psychological: power assymetry (Richardson 2005; cf.
Clayson and Haley 2011
Interpretation: tendency to “filter information” (Mortiboys
2010:125) anonymity v actionability trade-off
Importance of feedback to learners (Williams and
Approaching the puzzle
Discussions with other LTR members/project leader
PEPAs = Potentially Exploitable Pedagogic Activities
Familiar, everyday classroom activities (surveys, group
discussions, etc.) to explore puzzle (Allwright and Hanks
2009; Hanks 2015)
Determining the research/CPD journey (Slimani-Rolls
and Kiely 2014)
Minimal disruption to classroom learning and teaching
Needs Analysis and Tutorials: importance of dialogue (Mortiboys
2010) and maximising the potential of existing activities/tools.
Setting up the activity
• Explain learners are
going to reflect upon,
evaluate and review
aspects of the module.
• Show learners the
handout as a class and
ask if they recall most of
Review Collage and Questions
Discussion Questions Handout
• Which language skills were
you developing when you did
this and how?
• Do you think that this activity
helped you or not? Why/not?
• How do you think you
performed when working on
• Did you enjoy this activity?
• Would you rather have done it
differently? If so, how and
Review Collage: Procedure
Report back to the class on the one which
provoked most discussion/interest.
Tell students to choose two activities each and to
write their reflections and evaluations.
Why use the Review Collage?
Multi-faceted: review, revise, reflect, evaluate.
In-class and blended components
Adaptable: mid-module or end of module
Minimal preparation (digital/paper materials)
Obtain learner perspectives in their own words, could
resonate for future cohorts.
For the full procedure and more details about this
see my upcoming piece “Review Collage” in
English Teaching Professional (Issue 105 to be
published in July 2016).
Learner feedback and
skills/knowledge Peer participation
The topics and materials …
which benefit me in listening
[to] lectures given by the
lecturer of Financial Risk
Management…the skills of
presentations and report helped
me in giving another two
presentations” (ENG 6A1
student, autumn 2014)
“Discussion Board: My focus
was to increase my speed in
writing English… This activity
could be improved if
participants were more
motivated.” (ENG 6A1 student
Learner feedback and evaluations
If we don’t have the
final time limited
writing, I’ll like this
course more.” (ENG
5A1 student, autumn
“It is not a criticism it is
just a suggest is give to
the students more
student, spring 2015)
Learner feedback and evaluations
• Areas for development
“Maybe you could have
included more practical
examples of how to do
a report or an essay.”
(ENG 6A1 student,
My personal expectations
the first day were more
focusing on vocabulary
such as: merger, asset,
liability…etc. (ENG 6A1
student, autumn 2014)
Mismatch between some learners’ expectations of
the modules and the stated aim of the modules
Clarification of module aims
Desire for greater clarity re: written assessment
Introduction of exemplars
Need for a boost in the vocabulary component
Incorporation of explicit vocabulary learning strategies
(e.g. vocab cards) with business vocabulary highlighted
in language feedback slots
Contagious nature of lack of engagement
Stricter guidelines for contributions to online discussion
Improvements to quality of life in
“I have learnt many new and useful business words.”
“The vocabulary card quiz’s. It makes you be ready and
(end of module student feedback Dec 2015)
Reconnecting to and in dialogue with my learners
Phase 2 focus
Involving the learner as partner
Refocus on the process of obtaining learner feedback
Engage with research findings
Compare our experiences and feelings with what the
Potential value of “learner agency (and) perspectives”
Doubts: my students not teachers, language=very much
A challenging new landscape (Hanks 2015)
PEPA 2: Discussion of research
Which of the above points do you agree with? Why/not?
(explanation, knowledge, personal experience, etc.)
Can you think of any other potential advantages and
disadvantages of these ways of collecting student
Do you like being asked your opinion? Why/not?
Which mechanisms do you personally prefer? Why?
Do you always tell the truth when asked for
feedback/evaluations by teachers or institutions?
B Discuss your ideas with a partner and be ready to
summarise part of your discussion to the class.
Red lines: Anonymity important, “anonymous surveys
are the most efficient way to collect honest information”
and students sometimes doubt that anonymity is real
Student ‘buy in’: “It’s more important for me to feel that
mmy feedback is useful and they implement changes.”
Strategic: stating that the course is too hard could
disadvantage the current cohort
Time to build a trust relationship
(ENG 6A1 students, spring 2016)
Why use language/classroom
Adopts learners as research partners-teacher
researchers and learner-researchers
Raises awareness of the purpose of such activities and
potential for student voices to be heard
ELT activities but research-focused in line with
expectations of HE
Benefits: a focus on obtaining
feedback and evaluations from
Facilitates development of the reflective skill in both
learners and teachers
Provides mutual access (teacher-learner) for greater
Cultivates a learning environment with an open space
for ongoing dialogue
Complements but does not duplicate official university
instruments for obtaining student feedback and
evaluations- additional and potentially rich pool of
Benefits of EP
Potentially transformative for the teaching-research
relationship. Classroom events become a “legitimate
source of research knowledge about teaching and
learning” (Borg 2010:418)
Brings teachers and learners together by
foregrounding and improving classroom quality of life
and enabling creativity (Hanks 2016)
Helps cultivate quality in teaching by motivating
experienced teachers (Slimani-Rolls 2003), boosts staff
satisfaction with their practice in a “collegially supportive
environment” (Slimani-Rollls and Kiely 2014:433)
CPD benefits: 15+ conference papers, 7/8 publications
English language teaching and the English language
classroom in HE settings can become an interface of
learning, teaching and research
Students can comment insightfully on the feedback and
Enriched learner feedback and evaluations can help
boost quality of life in the classroom
Thank you and questions
Thank you very much for listening.
Feel free to get in touch: firstname.lastname@example.org
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89 (3): 353-366.
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Clayson, D.E. and Haley, D.A. (2011) ‘Are students telling us the truth? A Critical look at the student evaluation of teaching.’ Marketing
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(resig.iatefl.org.)Available at: http://resig.weebly.com/issue-31.html [Accessed on 17th May 2016].
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[Accessed on 17th May 2016].
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Education, 30 (4):387-415.
Williams, R. and Brennan, J. (2004) 'Collecting and using student feedback: A guide to good practice.' Open Research Online. [PDF]
Available at: http://oro.open.ac.uk/11875/1/Collecting_and_using_student_feedback_a_guide_to_good_practice.pdf [Accessed 20 Feb