Abstract

The quantitative information resulting from student evaluation of teaching (SET) surveys is used extensively in higher education to evaluate teaching faculty, to determine academic promotion and to assure quality of instructional programmes, but rarely is it the case that the qualitative information available is given much attention in the development of learning and teaching. Grounded in the scholarship of teaching and learning, this study explores English as a foreign language (EFL) teachers’ receptivity of and reaction to student qualitative feedback on various aspects of their teaching in SET surveys. Using data from a SET survey and discrete and open-ended questions gathered from 35 EFL instructors at Sultan Qaboos University in Oman, I have analysed the nature and qualities of reactions the data reveal. Questions relating to instructors’ overall receptivity to student feedback and their interaction with the data in the way they respond to student feedback and relate it to their teaching are explored. Key findings centre on the development of a quadratic typology characterising an interplay of feedback that is positive, negative, general and specific, and consisting of three orientations to feedback by instructors: blame, frame and reframe. Finally, the implications for using SET for course and teacher development are outlined and future research directions are suggested.

摘要

学生对教学评估（SET）调查产生的定量信息在高等教育中被广泛使用，以评估教学能力，确定学术晋升和确保教学计划的质量，但是很少会提供大量定性信息重视学与教的发展。本研究以教学奖学金为基础，探索英语作为外语（EFL）教师在SET调查中对学生在教学各个方面的定性反馈的接受度和反应。使用来自SET调查的数据以及从阿曼苏丹卡布斯大学的35名EFL讲师那里收集的离散和开放式问题，我分析了数据揭示的反应的性质和质量。探讨了与教师对学生反馈的整体接受度以及他们对学生反馈的反应以及与教学的关系相关的问题。主要发现集中在二次类型学的发展上，二次类型学的特征是反馈的相互作用是肯定的，否定的，一般的和特定的，并且由讲师反馈的三个方向组成：责备，框架和重构。最后，概述了使用SET进行课程和教师发展的意义，并提出了未来的研究方向。主要发现集中在二次类型学的发展上，二次类型学的特征是反馈的相互作用是肯定的，否定的，一般的和特定的，并且由讲师反馈的三个方向组成：责备，框架和重构。最后，概述了使用SET进行课程和教师发展的意义，并提出了未来的研究方向。主要发现集中在二次类型学的发展上，二次类型学的特征是反馈的相互作用是肯定的，否定的，一般的和特定的，并且由讲师反馈的三个方向组成：责备，框架和重构。最后，概述了使用SET进行课程和教师发展的意义，并提出了未来的研究方向。