Exploring Students’ Course Experience and its Effect on Teaching Effectiveness

Abstract

In British higher education institutions, scales to measure students’ experiences included good teaching (clarity of explanation, level at which material pitched, enthusiasm and help with study problems), openness to students, freedom in learning, clear goals and standards, and appropriate workload. It was found that, when academic departments were perceived to have these characteristics, their students were more likely to learn effectively from courses. The study explores students’ course experience and its effect on teaching effectiveness by using qualitative methods, classroom observation and interviews. Questions relate to students’ experience of the English reading course were asked. The result shows positive attitude of students’ course experience positively affect teaching effectiveness as well as language learning. The study also provides some implications for students and teachers in EFL reading class. Teachers may get direct perceptions of the course from students to prompt course improvement and teacher development.