報告資料

報告 第4b節: 英文報告 4 主題 Does Cultural Identity Matter? The Effect of Continuous Student Feedback Practices on Adult Learner Engagement in the ESL Classroom in Hong Kong. 講者 Ms. Ksenia Troshina (The Hong Kong Polytechnic University) Dr. Di Zou (The Hong Kong Polytechnic University) 時間 正午12:00 - 下午12:30 地點 YIA 409 提要 Despite an extensive body of research investigating cognitive and sociocultural aspects of ESL classroom interaction, the apparent culturally predetermined passiveness in learning among mainland Chinese and Hong Kong students deserves further examination due to its persistence among practicing ESL teachers. This belief appears to result in the pedagogical methods which might not always ally with adult learners’ needs and thus might lead to lack of engagement with the learning process. In order to delve into learners’ perception of the classroom management, in-class activities and course design, we conducted a research among 97 undergraduates at the Hong Kong Polytechnic University. These subjects were asked to complete short questionnaires after each class throughout a whole semester, providing feedback concerning their perception of the pedagogical methods applied, levels of interest and effectiveness of the inclass activities, and usefulness of the learning materials. The feedback collected suggests that learners highly value the opportunity to engage in self-directed learning and peer collaboration, and are willing to take proactive roles in negotiation of class activities and evaluation of teaching methods and materials. It also appears that the realization of learner identity through voicing their needs or concerns in the format of constructive feedback enables students to take a greater ownership of the learning process and hence results in higher levels of engagement and autonomy in class. It is therefore pedagogically significant to apply continuous student feedback practices for the adjustment of teachers’ beliefs regarding learner behavior and the teaching methods applied in the ESL classrooms.