Teachers’ Evaluations of Students’ Self-awareness of Learning at the Department of Applied English in the Universities of Technology

By Frances Feng-Mei Choi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Taiwan’s higher technological and vocational education reforms were initiated in 1996. The reforms intended to convert all traditional junior colleges into institutes of technology or universities of technology. The purpose of this study was to understand English instructors’ perceptions of students’ self-awareness of learning after the higher education reforms. A self-administered questionnaire was utilized for this study by using a quantitative paradigm. A total of 750 English instructors were included in the sample for this study. The total number of returned questionnaires was 497 copies out of the 750 sent, resulting in a 66% return rate.
This study found no important or consistent predictability of students’ self-awareness of learning when using instructors’ age, years of teaching experience in higher education, gender, college affiliation, educational background and academic rank. While there existed a strong level of negative perception among the decisive respondents, that level of support (or lack of positive perception) was not predictable based upon a multitude of predictive factors. It was notable that student self-awareness of learning received extremely negative responses from all respondents. Thus, students’ self-awareness of learning should be a major concern and there must be an integration of programs designed for improving the students’ learning motivation toward self-awareness. In addition, the Ministry of Education should provide and increase financial support and a further training for the students necessary to improve the employment capability.

Keywords: Teacher’s Perception, Student’s Self-awareness, Higher Education

The International Journal of Learning, Volume 16, Issue 5, pp.111-124. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.323MB).

Dr. Frances Feng-Mei Choi

Associate Professor, Department of Applied English, HungKuang University, Taichung, Taichung, Taiwan

Frances Choi earned her Doctor degree at The University of Montana in 2004. She is currently an associate professor at the Department of Applied English, HungKuang University in Taiwan. Her research interests include language acquisition, technology in education, and education administration.

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