Improving Teaching Effectiveness in a TESL Collaborative Program: Insights from Student Feedback

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

This study examines teaching effectiveness in a TESL collaborative program jointly run by a leading Chinese normal university and a U.S.-based research university. The “1+1” model involves one year of study in China followed by immersive coursework in the U.S., all conducted in English. Based on student satisfaction surveys from three cohorts (2019, 2020, and 2024), the study analyzes 50 responses to identify strengths and areas for improvement. Results show high satisfaction with instructional quality and faculty dedication, but also raise concerns about workload, course pacing, and career support. The findings highlight the need for culturally responsive teaching, structured academic support, and improved program guidance, offering insights for enhancing cross-border teacher education partnerships.

Authors

• Shuxiong Feng, University of Delaware

• Fan Zhang, University of Delaware