An analysis of the End-of-course Evaluation Forms submitted by
teacher-participants after the completion of the Teaching ESL Students in
Mainstream Classrooms: Language in Learning across the Curriculum
course 2007/2008
All project school participants were asked to fill in an evaluation form after they had
completed the course and the following is an analysis of their comments.
Course content
65% of the respondents found the course content comprehensive and well structured. They
also remarked that the new concepts learnt were inspiring and would be useful and helpful in
improving their teaching practices. Another merit of the course was its relevancy and its
provision of practical ideas for classroom teaching, namely, scaffolding, the teaching and
learning cycle and the mode continuum. A further 13% of the respondents admitted that they
were now more aware of the needs of ESL students. Apart from having been reminded of
their aspirations as teachers, they gained new insights into teaching and learning.
Another group of participants (14%) were of the opinion that though the course was quite
useful in general, it did not cater to the needs of subjects like mathematics and visual arts.
Those who were less positive about the course claimed that it was difficult for non-language
teachers to cope with the technical terms and the between module readings also posed a
problem (9%). Another 9% were sceptical about its applicability to the Hong Kong situation
as they held that some of the contexts were Australian-based.
Workshop delivery and course processes
57% of the respondents were pleased with the course processes in general. The workshops
were well organised and spaced out to allow for completion of between module readings and
activities. The pace of the workshops was just right with clear presentations of theories and
the employment of various strategies to motivate participants and enhance understanding. An
added 20% were particularly impressed with the provision of opportunities for personal
reflection and professional exchange of ideas among colleagues, which proved to be an
interesting, valuable and fruitful experience. 12% of .the respondents owed the smooth
running of the course to the expert delivery of the tutors. Nevertheless, the remaining 15% of
the respondents found the course too long with too many between module assignments and
they admitted that it was a rather tiring process.
Follow-up and support participants would like to see put in place and strategies
participants intend to use
44% of the respondents would like to see a whole school approach with cross-curricular
cooperation, especially between subject teachers and the English panel. They urged a sharing
of teaching ideas and observation of exemplar lessons inside the school. Another 22% were
eager to obtain samples of good teaching plans that had been incorporated and tried out, with
the pedagogy learnt on the course. Some respondents (11%) needed more time to reflect
before putting the strategies into real practice and were convinced that they needed other
English enhancement and subject-based courses for a stronger foundation before they would
start the implementation.
In answer to what strategies they intend to use, 22% of the respondents were quite sure that
they would implement some strategies as well as develop new ones in their teaching to meet
student needs. To start with, they would generate more discussion in class and conduct
interviews to evaluate student understanding and teaching effectiveness. Among the many
strategies learnt on the course, scaffolding, genre and register, the teaching and learning cycle,
and its most important component, the joint construction, were mentioned.
Other comments
Among the ‘Any other comments’, 57% of the participants expressed appreciation of the
excellent job done by the very responsible and helpful tutors. They were also commended for
devoting their time and energy to such a huge task. While 24% of the respondents reiterated
having gained insight into teaching and learning, 19% of them held the opinion that there had
been too much work as the course requirements were demanding.