KAORI SAKAKIBARA (Mejiro University)
TAKING CHARGE OF STUDENT FEEDBACK : CURRICULUM AND MATERIALS DEVELOPMENT
The administration of student questionnaires and the implementation of feedback from such questionnaires have been shown to improve teacher efficacy (Boice, 2000). The acquisition of feedback from students via quantitative questionnaires is common practice in many countries, but empirical studies on the phenomenon are insubstantial and alternatives are inadequately considered (Hiratsuka, 2018). In an effort to address this gap this presentation describes the use of an innovative style of questionnaire to facilitate effective course feedback from beginner English language learners at a tertiary institution in Japan. Because not all feedback obtained from student questionnaires is comprehensible or helpful, a narrative approach to gathering feedback frame (Barkuizen & Wette, 2008) was implemented by the presenters. This presentation will describe narrative frames questionnaires and present findings concerning feedback obtained from students and its facilitation of critical reflection on course teaching and course design.
Sarah Mason is a PhD candidate at Macquarie University, Sydney, Australia. Her research interests include bilingual development, as well as English language teacher and researcher identity development. She presently works as a lecturer at Mejiro University, Tokyo, Japan.
Kaori Sakakibara is currently a lecturer at Mejiro University, Tokyo. Her research interests include English education at the university level, rhetoric, stylistics, and narrative comprehension. She earned MAs in literature at Tsuda University in Japan and in studies in fiction at University of East Anglia in the U.K.