USING STUDENT FEEDBACK AND TEACHER REFLECTIONS TO DEVELOP COURSES: CASE STUDIES IN BUSINESS ENGLISH AND TOURISM AND HOSPITALITY ENGLISH COURSES

Abstract

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.