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ERIC Number: EJ813358
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1041-679X
Teacher-Student Partnership in Evaluating and Revising a Multidisciplinary Sustained-Content English Language Course
Daloglu, Aysegul; Marsh, Fulya
Applied Language Learning, v17 n1-2 p15-31 2007
The belief that students can make valuable contributions to course design through continuous feedback leads to the consideration of alternative methods of learning that involve students in this process and inspire the development of a new relationship: student-teacher partnership in course evaluation and revision. In this partnership, students provide continuous oral and written feedback to the teacher who is interested in revising the course content and methodology in response to students' views. This article discuses the rationale, procedures, techniques, and findings of a case study carried out in the freshman English program of an English medium university in Ankara, Turkey. In this study, the students and teacher evaluated and revised a multidisciplinary sustained-content English language course. The results show that student-teacher partnership model led to better meeting the students' needs, wants, and interests, and improved the communication between the students and the teacher. (Contains 7 tables.)
Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/Academics/academic_materials/all/allissues.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey