Assessing the Students’ Satisfaction with Learning: Reflections on English for Effective Communication Course at Gulf University
Keywords:
satisfaction with learning, english for effective communication course, and course content.Abstract
Student satisfaction is an essential aspect of any successful educational program. This paper examines the level of satisfaction of students in advanced English for an Effective Communication Course offered at Gulf University with the learning experience. Specifically, the paper explores the factors that contribute to student satisfaction with learning, such as course content, teaching methods, and course instructor. The study was conducted over one academic semester during the Spring of the academic year 2022/2023, and quantitative and qualitative data were collected from 20 students who participated in the course through a survey of student’s satisfaction with the course. The results indicated that students were highly satisfied with the English for Effective Communication Course, and identified course content, teaching methods, and feedback as key factors contributing to their satisfaction. All the survey questions scored an average above 4.50 out of 5.00 on the Gulf University course survey questionnaire, and show a high level of satisfaction. The paper concludes with recommendations for educators on how to design and deliver courses that satisfy students’ needs.
References
Albert Bandura (1986) Social foundations of thought and action: A social cognitive theory.
John B. Biggs, C. Tang (2011) Teaching for quality learning at university: What the student does.
Benjamin S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill, D. R. Krathwohl (1956) Taxonomy of educational objectives: The classification of educational goals.
Lawrence A. Braskamp, J. C. Ory (1994) Assessing faculty work: Enhancing individual and institutional performance.
John M. Braxton, Jeffrey F. Milem, Alicia S. Sullivan (2014) The influence of active learning on the college student departure process: Toward a revision of Tinto's theory. 85(6), 875-901.
Chonlatis Darawong, Ani Widayati (2022) Improving Student Satisfaction and Learning Outcomes with Service Quality of Online Courses: Evidence from Thai and Indonesian Higher Education Institutions. 14(4), 1245-1259.
Edward L. Deci, Richard M. Ryan (2000) The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. 11(4), 227-268.
Jacqueline S. Eccles, Andrea Wigfield (2002) Motivational beliefs, values, and goals. 53, 109-132.
W. Granath, B. Ziegler, G. Nilsson (2017) Relationship between course content and learning outcomes in higher education. 36(1), 119-133. https://doi.org/10.1080/07294360.2016.1172657
(2023) English for Effective Communication Course's Code: ENGL 118 Course specifications.
(2023) ENG118-2 English for Effective Communication Course Evaluation Survey Results.
Sharon J. Hudak, Thomas J. Hess, Robert Furman (2012) The impact of peer review on quality of technical writing. 26(3), 325-342.
Richard A. Krueger, M. Ann Casey (2000) Focus groups: A practical guide for applied research.
George D. Kuh (2008) High-impact educational practices: What they are, who has access to them, and why they matter. https://www.aacu.org/sites/default/files/files/LEAP/2008_HIP tables.pdf
George D. Kuh, Jennifer Kinzie, Julie A. Buckley, Barbara K. Bridges, Julie C. Hayek (2010) What matters to student success: A review of the literature.
Nguyen Thi Le, Duong Tuan Nguyen (2023) Student Satisfaction with EMI Courses: The Role of Motivation and Engagement. 15(3), 762-775.
Robert J. Marzano (2001) Designing a new taxonomy of educational objectives.
I. Seidman (2013) Interviewing as qualitative research: A guide for researchers in education and the social sciences.
P. Shea, T. Bidjerano (2010) Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a community of inquiry in online and blended learning environments. 55(4), 1721-1731.
George Siemens, P. Long (2011) Penetrating the fog: Analytics in learning and education. 46(5), 30-40.
K. A. Smith, S. D. Sheppard, D. W. Johnson, R. T. Johnson (2005) Pedagogies of engagement: Classroom-based practices. 94(1), 87-101.
Gabriel Walton (2020) Writing Skills Development in an Engineering Geology Course through Practice and Feedback on Report Submissions Using a Rubric. 68(1), 33-48.
Grant P. Wiggins, Jay McTighe (2005) Understanding by design.
Shenghua Wu, Shenghua Zha, Sue Mattson (2020) Integrating Team-Based Learning Modules to Improve Civil Engineering Students' Technical Writing Skills. 146(3).
George D. Kuh, Shawna Hu (2001) The effects of student-faculty interaction in the 1990s. 24(3), 309-332.
Barbara Means, Y. Toyama, R. Murphy, M. Bakia, K. Jones (2013) Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.
