James Bury, Iain Hair

DOI Number
First page
Last page


The provision of high-quality courses and the utilization of effective behaviours, methodologies, and approaches are essential targets that educators should aim for. In order to achieve these goals, it is imperative that teachers reflect on their practices and regularly update their curricula. Drawing on students’ perceptions and feedback are also of key importance when developing courses and adapting teaching practices. This paper reports on two case studies situated in Japan in which teachers engaged in self-reflection, sought and analyzed student feedback, and revised courses as a result of those processes. The article’s primary purpose is to examine how student feedback and teacher reflections can be utilized to improve the quality of courses and teaching practices, enabling a more engaging and fulfilling learning experience to be provided. Consistent with previous research, the case studies outlined in this article demonstrated that proactive instructor responses to ongoing feedback and reflections could improve class content, student/teacher engagement, and students’ overall learning experience. Thus, despite the many factors that may discourage educators from implementing changes to their courses and approaches, this article has shown that if constructive student feedback is acted on and sufficient effort is made to implement changes, then courses can be successfully adapted to the benefit of both students and teachers.


student feedback, teacher reflections, business English, tourism English, course development

Full Text:



Barnett, R. (2004). Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260.

Bell, M., Cordingley, P., Isham, C., & Davis, R. (2010). Report of professional practitioner use of research review: Practitioner engagement in and/or with research. CUREE, GTCE, LSIS and NTRP.

Bury, J. (2019). The effects of different discourse moves on students’ oral output. The Language Teacher, 43(3), 3-7.

Bury, J. (2014). Developing texts for an English for tourism course: The effect of using task-cycling, spaced retrieval and high-frequency words on students’ self-perception of ability and levels of confidence. Journal of Teaching English for Specific and Academic Purposes, 2(2), 181-194.

Bury, J., & Masuzawa, Y. (2018). Non-hierarchical learning: Sharing knowledge, power and outcomes. Journal of Pedagogic Development, 8(1), 32-51.

Bury, J., & Oka, T. (2017). Undergraduate students’ perceptions of the importance of English in the tourism and hospitality industry. Journal of Teaching in Travel and Tourism, 17(3), 1-16.

Bury, J., & Sellick, A. (2015). Reactions and perceptions of teachers to the implementation of a task-based survey and presentation course. Journal of Innovation in Education, 3(1), 15-33.

Byrne, J. V. (2000). Engagement: A Defining Characteristic of the University of Tomorrow. Journal of Higher Education Outreach and Engagement, 6(1), 13-21.

Cowie, N. (2011). Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Training, 27(1), 235-242.

Craig, C. J. (2012). Butterfly under a pin: An emergent teacher image amid mandated curriculum reform. Journal of Educational Research, 105(2), 90.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC Heath and Company.

Gorsuch, G. J. (2000). EFL educational policies and educational cultures: Influence on teachers’ approval of communicative activities. TESOL Quarterly, 34(4), 675–710.

Grundy S. (1982). Three modes of action research. Curriculum Perspectives, 2, 23–34.

Hair, I. (2014). An Investigation in to learner autonomy & teacher development. Shibaura University, 48(2), 99-106.

Harumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ELT Journal, 65(3), 260-269.

Hayashi, M., & Cherry, D. (2004). Japanese students’ learning style preferences in the EFL classroom. Bulletin of Hokuriku University, 28, 83-93.

Hosoki, Y. (2011). English language education in Japan: Transitions and challenges (I). 九州国際大学国際関係学論集 (Kyushu International University International Relations Studies), 6(1/2), 199-215.

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teacher and Teacher Education, 18(1), 73-85.

Kavanagh, B. (2012). The theory and practice of communicative language teaching in Japan. Academic Research International, 2(2), 730-738.

Kimura, Y., Nakata, Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan - a cross-sectional analysis of various learning milieus. JALT Journal, 23(1), 47-68.

Korpaš, O. (2021). Reflective practice and Prezi – Tools for improving academic speaking skills. The Journal of Teaching English for Specific and Academic Purposes, 9(3), 321-331.

Laurier, J., Mboutsiadis, B., Mondejar, M., Sanchez, E., & Valdivia, L. (2011). Implementing language policy in Japan: Realities and recommendations. Peerspectives, 7, 19-29.

Little, D. (2019). Quality language education in a multilingual world: A human rights perspective on theory and practice. In J. de Dios Martinez Agudo (Ed.), Quality in TESOL and teacher education: From a results culture towards a quality culture (pp. 17-25). Routledge.

Lynch, K., & Baker, J. (2005). Equality in education: An equality of condition perspective. Theory and Research in Education, 3(2), 131-164.

Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the paraacademic. Higher Education Quarterly, 65(1), 59-73.

McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL

Quarterly, 53(3), 875-884.

Mondada, L., & Doehler, S. (2005). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Canadian Modern Language Review, 61(4), 461-490.

Page, D. & Mukherjee, A. (2000). Improving undergraduate students’ involvement in management science and business writing courses using the seven principles in action. Education, 120, 547-557.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books, Inc.

Sellick, A., & Bury, J. (2018). Cultural differences in self-perceptions of ability, confidence, and perceptions of difficulty: Pedagogical implications for the language classroom. The Journal of Teaching English for Specific and Academic Purposes, 6(1), 53-62.

Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.

Whitehead, J. (1989). Creating a living educational theory from questions of the kind, “How do I improve my practice?” Cambridge Journal of Education, 19(1): 137–52.

Willis, P. (2003). Foot soldiers of modernity: The dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 73, 390–414.



  • There are currently no refbacks.

ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)