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|Title:||Closing the loop : teachers’ responses to continuous student feedback|
|Source:||Athens Institute for Education and Research (ATINER) 18th Annual International Conference on Education, Athens, Greece, May 16-19, 2016 How to cite?|
|Abstract:||The literature suggests that collection of student feedback is beneficial to ESL teachers; as the channel of dialogue opens, students may better express their expectations, concerns and level of satisfaction with their classroom experience. However, practicing teachers may be uncertain how to address students’ comments and in effect, “close the loop” of the feedback cycle. This study explores how experienced language instructors responded to continuous student feedback by adapting their methods and practices and how this affected their beliefs about effective teaching strategies.|
In this session participants will be presented with the results of research conducted for two semesters among 15 teaching staff of various levels of experience and academic ranks and more than 500 undergraduate EFL learners in Hong Kong. Teachers employed various approaches for collecting student feedback continuously throughout the semester, including paper-based questionnaires and online surveys. Typically, at the end of each class students were asked to complete short feedback forms concerning levels of interest towards in-class activities, perceived usefulness of teaching materials, and appropriateness of pedagogical methods applied. At the end of the semester, teachers were surveyed about the various ways they closed the loop by responding to students’ feedback through in-class communication, email, PPT slides, and adaptation of their lessons, materials and activities. Semi-structured interviews were conducted to tap further into teachers’ perceptions of continuous student feedback practices and its impact on their teaching approach. Data was triangulated through analysis of the actual student feedback provided, interviews with students, and results of summative end-of-semester teacher evaluations.
The results of the study suggest that continuous student feedback practices had a significant impact on teachers’ approach and attitude. Teaching staff reported that after overcoming initial hesitation and fear of receiving negative and non-constructive feedback, they became empowered by participating in dialogic feedback practices with students. They naturally adapted their daily teaching routines and engaged in consistent transformation of teaching strategies to meet students’ needs. Moreover, the teachers articulated that they gained more confidence in their ability to engage with students and implement the results of the feedback into subsequent class sessions. Findings were further supported by student’s feedback and evaluations.
|Appears in Collections:||Conference Paper|
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