Using Student Satisfaction Surveys for Program Improvement - research on TESOL teaching and learning

Oct 15, 2026

Using student satisfaction surveys to improve an English for Academic Purposes (EAP) program is examined through a retrospective evaluation of teaching and learning in TESOL. The study surveys university second language (L2) students after they complete the required EAP program, 1 to 3 years earlier, gathering feedback on program experiences, specific praised or needed improvements, and perceived impact on later writing-intensive courses. Results include survey responses (N = 355) and inform ongoing curriculum changes and broader program review practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Background

Prior research on student reactions

Method

Context

Research questions

Using Student Satisfaction Surveys for Program Improvement Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness. esearch on teaching and learning in TESOL has incorporated stu Rderelntatiopveinlyionrarse and studento see studitevoices thatssinura vveyarietystudeofntwsaysafter. Hthoewevery have, it iexs ited a language program and can reflect on what they have gained from completing it. Some years ago, Christison and Krahnke (1986) argued that “[c] urriculum design in ESL programs for academic preparation has, in general, failed to use the experience of students themselves as a basis for planning and decision making”(p. 61) . Such feedback from students is important for two reasons. First, student satisfaction can be a valuable data point, along with statistical data (such as GPAs) and performance data (such as portfoli The CATESOL Journal 30.2 • 2018 • 19 os of student writing), to inform program assessment for outside evaluators. Second, if student feedback is finely tuned to elicit opinions about specific elements of the program or curriculum, administrators and teachers can potentially use it to improve their practices. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for first-year multilingual students one to three years earlier. Its director (the author) was interested in students’ feedback on the program to pinpoint ways in which the program could continue to improve. In this article, I describe the program, the survey responses (N = 355), and changes and discussions that are under way as a result of the findings. Though the details of the curriculum, the survey, and the consequent changes are specific to this particular program, the process of review and evaluation that we pursued (and continue to pursue) can be applicable to many different language, writing, or EAP programs that wish to strategically incorporate student perspectives in their own self-evaluations. Background Student reactions and opinions about language instruction have been studied in a variety of ways, dating from the late 1970s. Sometimes students are surveyed and/or interviewed about their preferences regarding specific pedagogical approaches, such as peer feedback, error correction, or computer-based instruction (e.g., Rabe-Hemp, Woollen, & Humiston, 2009) . Other researchers have examined students’ beliefs about language learning and their expectations about what they will encounter in a language or writing class. In some studies, students have been queried about the skills required in academic course work beyond their introductory language program and to what degree they felt well prepared for the demands of their subsequent courses. For example, Leki and Carson (1997), who intervie

FAQs

Why are student satisfaction surveys used in this EAP program evaluation?

They provide valuable data alongside performance metrics and help administrators and teachers identify ways to improve specific program elements and practices.

Who participated in the survey and when was the EAP program completed?

University second language (L2) students who had completed the required EAP program 1 to 3 years earlier.

What are the two primary research questions guiding the study?

Whether the completed EAP program helped students succeed in later courses, and what students think about the program generally and specific elements after exiting.

Oct 15, 2026

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