1. It can be challenging to obtain meaningful learner feedback and evaluations of learning experiences due to limitations like limited contact hours, stuffed syllabi, and the limitations of formal instruments. 2. The researcher aimed to delve deeper than official surveys to understand the totality of learners' experiences through tools like lesson videos, peer observations, and discussions. 3. Obtaining learner feedback through exploratory practice approaches can facilitate reflexivity in learners and teachers, provide mutual understanding, and cultivate an ongoing dialogue to improve the learning experience. However, it also presents challenges in navigating teacher and researcher roles.

1. Why is it a challenge to obtain meaningful learner feedback and evaluations of
the learning experience?
Chris Banister, English for Academic Purposes Lecturer, Regent’s University London, banisterc@regents.ac.uk
1. Background
Regent’s Language Teacher
Research Project 2014-16 led by
Dr Assia Rolls, ELT and MFL
teachers, Exploratory Practice
Learners: Undergraduate exchange
students, Upper Int, Advanced
Module: business English, 3 hrs
p/w, student-led components,
blended aspects.
Puzzle origins: modular format,
limited contact hours, stuffed
syllabus + limitations of formal
instruments = reduce opportunity
for informal feedback and
evaluations = disconnect
To shed light on: materials,
activities, methods, interaction,etc.
= the totality of the learners’
experience (Mortiboys 2010)
Aim: delve deeper beyond the
averages of official surveys, obtain
feedback for the teacher but not
necessarily about the teacher
Peer Participation
6. Classroom quality of life: impact
Reconnecting to and in dialogue
with my learners “I have learnt
many new and useful business
words.” “The vocabulary card
quiz’s. It makes you be ready and
updated.” (student feedback Dec
2015)
7. Reasons to focus on learner
feedback and evaluations
Facilitates development of the
reflexivity in both learners and
teachers
Provides mutual access for greater
understanding
Cultivates a learning space with a
shared ongoing dialogue
Adding to the pool of student
feedback and evaluations-
Likely to draw out further puzzles
to explore
8. Challenges in EP Identity and
overlapping roles: teacher,
teacher-researcher
4. Learner voices
Transferable skills

2. 2. Considerations
Establish purpose (Williams and
Brennan 2004) and red lines
Survey fatigue
duplication, ritualisation (Williams
and Brennan 2004)
Psychological: power assymetry
(Richardson 2005; cf. Clayson and
Haley 2011
Interpretation: tendency to “filter
information” (Mortiboys 2010:125)
anonymity v actionability trade-off
Importance of feedback to
learners (Williams and Brennan
2004)
3. Research tools
 Lesson videos
 Peer observations
 Discussions with project leader
and project participants
 Potentially Exploitable
Pedagogic activities-PEPAs
(Allwright and Hanks 2009;
Hanks 2015): surveys,
discussions (comparing
learners’ experience with
research findings, reflective
Identification of a suitable puzzle
Clarifying the terminology,
methodology and principles of EP
(e.g. puzzles v problems)
Learners as partners: potential
value of “learner agency (and)
perspectives” (Rowland 2011:261)
Integration of research activities
(PEPAs) into everyday classroom
processes
Dissemination and making public
understanding
9. Conclusions: benefits and
transformations of an Exploratory
Practice approach
Transformative for the teaching-
research relationship. Classroom
events become a “legitimate
source of research knowledge
about teaching and learning” (Borg
2010:418)
Brings teachers and learners
together by foregrounding
improvements to classroom quality
of life and enabling creativity
(Hanks 2016)
CPD benefits: confidence to
disseminate, access research/
teacher research communities
Difficulty and ambiguity
Areas for development

3. Boosts feelings of teacher self-
efficacy (Wyatt and Dikilitas
2015), satisfaction with practice
in a “collegially supportive
environment” (Slimani-Rolls and
Kiely 2014:433)
10. References
Allwright, D. (2009) The developing language learner ;an
introduction to exploratory practice. Basingstoke, UK:
Palgrave Macmillan.
Borg, S.(2010) ‘Language teacher research engagement.’
Language Teaching Research, 43 (4): 391-429.
Clayson, D.E. and Haley, D.A. (2011) ‘Are students telling
us the truth? A Critical look at the student evaluation of
teaching.’ Marketing Education Review, 21 (2): 101-112.
Hanks, J. (2015) ‘Language Teachers Making sense of
Exploratory Practice.’ Language Teaching Research, Jan
2015: 1-22.
Hanks, J. (2016) ‘ “Why Exporatory Practice?’”A
collaborative report.’ ELT Research 31 Feb 2016 IATEFL
Research SIG (resig.iatefl.org.) Available at:
http://resig.weebly.com/issue-31.html
[Accessed on 17th May 2016].
Mortiboys, A. (2010) How to be an effective teacher in
higher education: answers to lecturers' questions.
Berkshire, UK: Open University
Slimani-Rolls, A. and Kiely, R. (2014) ‘We are the change
that we seek’: developing teachers’ understanding of
their classroom practice.’ Innovations in Education and
Teaching International, 51 (4): 425-435.
Richardson, J.T.E. (2005) ‘Instruments for obtaining
student feedback: a review of the literature.’ Assessment
and Evaluation in Higher Education, 30 (4):387-415.
Williams, R. and Brennan, J. (2004) 'Collecting and using
student feedback: A guide to good practice.' Open
Research Online. [PDF]
Availablehttp://oro.open.ac.uk/11875/1/Collecting_and_
using_student_feedback_a_guide_to_good_practice.pdf
[Accessed 20 Feb 2016].
Wyatt, M. and Dikiltas, K. (2015) ‘English language
teachers becoming more efficacious through research
engagement at their Turkish university’ Educational
Action Research, DOI: 10.1080/09650792.2015.1076731
[Accessed on 7th June 2016].
5. Some enhanced understanding
and improvements
1. Mismatch between some
learners’ expectations and the
stated aim of the modules
Clarification of module aims
2. Desire for greater clarity re:
written assessment requirements.
Introduction of exemplars
3. Need for a boost in the
vocabulary component
Incorporation of explicit vocabulary
learning strategies (e.g. vocab
cards) with business vocabulary
highlighted in language feedback
4. Lack of engagement=a contagion
Stricter guidelines for contributions
to online discussion boards
Acknowledgements: Thanks to
all the other project participants
and especially to Dr Assia Rolls
for her insights, guidance and
patience over the last two years.