期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2012
卷号：1
期号：7
页码：90-103
DOI：10.7575/ijalel.v.1n.7p.90
出版社：Australian International Academic Centre PTY. LTD.
摘要：Universities and colleges often administer student feedback surveys on teaching to elicit students’ views of how a particular course is taught and learned in order to improve teaching quality by helping tutors increase opportunities for better learning. This paper reports the views of (40) English teachers and (124) General Foundation Programme (GFP) students on student feedback in institutions of higher education in the Sultanate of Oman, and the implications of such perceptions on the quality of teaching and learning English language. Findings reveal variation in the views held by both teachers and students about student feedback on teaching and learning experience. The study confirms the need for consistency between the perceptions of teachers and students on student feedback, and for training students on quality feedback and reflective learning.
其他摘要：Universities and colleges often administer student feedback surveys on teaching to elicit students’ views of how a particular course is taught and learned in order to improve teaching quality by helping tutors increase opportunities for better learning. This paper reports the views of (40) English teachers and (124) General Foundation Programme (GFP) students on student feedback in institutions of higher education in the Sultanate of Oman, and the implications of such perceptions on the quality of teaching and learning English language. Findings reveal variation in the views held by both teachers and students about student feedback on teaching and learning experience. The study confirms the need for consistency between the perceptions of teachers and students on student feedback, and for training students on quality feedback and reflective learning.
