Examining Course Experience and Students' Satisfaction in a CEFR-Aligned English Course
DOI:
https://doi.org/10.52166/edulitics.v11i1.11236Keywords:
CEFR-aligned, generic skills, good teaching, satisfaction, workloadAbstract
As part of the Ministry of Higher Education’s reform of higher education in Malaysia, public universities such as Universiti Malaysia Kelantan (UMK) have restructured their English language courses to conform to the Common European Framework of Reference (CEFR). In this regard, the pilot study aims to collect evidence on undergraduates’ learning experience and reported enhancement in hearing and speaking after undergoing a CEFR-aligned English course at UMK. Based on the course experience framework, the study has two objectives: firstly, to investigate students' perceptions of overall satisfaction, teaching effectiveness, clarity of course objectives and standards, appropriateness of workload, adequacy of assessment methods and development of generic skills; and secondly, to determine the relationships between satisfaction and the other dimensions of course experience. This study employed a quantitative research approach, and data were collected using a structured questionnaire issued to students enrolled in a particular English course in Semester 2 of the 2023/2024 academic year. The survey was conducted from May to July 2024. Statistical analysis was done using SPSS 26. The findings indicated that the students had positive perceptions of all aspects of the course experience and so achieved the main research aim. Correlation analysis showed that student pleasure is positively connected with the quality of instruction, clarity of goals and standards, adequacy of workload, and generic skill development. Satisfaction and appropriateness of evaluation, however, were not related. To sum up, the results show that the CEFR-aligned course created a good learning experience that contributed to the improvement of students’ listening and speaking skills. Improved assessment procedures could also boost course effectiveness and engagement.
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