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  1. Surveys
  2. 2012
  3. April
  4. B
  5. BA Student Learning Outcomes
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Exit Survey »
 
 
You are invited to participate in a survey research project sponsored by the SLS BA committee. The committee would be very grateful to learn your opinions: you will be asked about potential learning outcomes for students in the SLS BA program.

If you are new to the SLS Program or if you have not taken up to four or five courses, you might not be familiar with some items and you can find the option "I don't know" for those. I hope you won't find the survey too frustrating filling it out. Even those people who have completed the program may find that there are items they don't know. Please expect that there are many items in the survey. Please check off "I don't know" if you don't think you know what it is.

The survey will take between 15 to 20 minutes to complete. Your participation in this study is voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point.

Your survey responses will be strictly confidential and data from this research will be reported only in aggregate. If you have questions about the survey or the procedures, you may contact Phuong Riola at 808-7815387 or by email at the email address specified below.

Thank you very much for your time and support. Please start the survey by selecting "I agree" and clicking on the"Continue" button below.
 
 
 
 
Which best describes your current situation in the Department of Second Language Studies?
 
 
 
If you are a current BA or an alumni BA, please check off the SLS courses you have completed or currently taking:
 
SLS 150 – Learning Languages and Communicating in a Globalized World - Introductory
 
SLS 302 – Second Language Learning - Required, Prerequisite*
 
SLS 303 – Second Language Teaching - Required
 
SLS 312 – Techniques in SL Teaching: Reading & Writing - Elective
 
SLS 313 – Techniques in SL Teaching: Listening & Speaking - Elective
 
SLS 380 – Bilingual Education - Required
 
SLS 418 – Instructional Media - Elective
 
SLS 430 – Pidgin & Creole English in Hawai`i - Required
 
SLS 441 – Language Concepts for SL Learning & Teaching - Required
 
SLS 460 – English Phonology - Elective
 
SLS 490 – Second Language Testing - Required
 
SLS 480P - Professionalism - Required
 
SLS 480P - English as a global language
 
SLS 480U - Introduction to Sociolinguistics
 
Other 480-alpha

 
 
If you have taught the BA courses, please check the appropriate box(es) below:
Have not taught Taught once Taught twice Taught three times Taught four times Taught five times or more Have taken as a student
SLS 150 – Learning Languages and Communicating in a Globalized World - Introductory
SLS 302 – Second Language Learning - Required, Prerequisite*
SLS 303 – Second Language Teaching - Required
SLS 312 – Techniques in SL Teaching: Reading & Writing - Elective
SLS 313 – Techniques in SL Teaching: Listening & Speaking - Elective
SLS 380 – Bilingual Education - Required
SLS 418 – Instructional Media - Elective
SLS 430 – Pidgin & Creole English in Hawai`i - Required
SLS 441 – Language Concepts for SL Learning & Teaching - Required
SLS 460 – English Phonology - Elective
SLS 490 – Second Language Testing - Required
SLS 480P - Professionalism - Required
SLS 480P - English as a global language
SLS 480U - Introduction to Sociolinguistics
Other 480-alpha
 
 
The following domains of knowledge among others were identified by SLS faculty and staff as being important for BA students to know. To what degree do you believe students graduating with a BA in SLS should have knowledge of the following?
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
SL Teaching:
• Functioning of educational systems (e.g., DOE-level)
• History of language teaching
• How cultural differences can be addressed in teaching situations
• K-12; young learners
• Methods and techniques
• Political, societal, cultural dimensions of language teaching
• Social justice as it applies to language teaching
• Teaching the skills: writing, listening, speaking, reading
 
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
SL Learning:
• Applied linguistics research knowledge
• Aptitude
• Behaviorism
• Connectionsim
• Contrastive analysis
• Conversational analysis
• Emergentism
• Error correction
• Individual differences
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Interaction
• Interlanguage
• L1 Acquisition
• Language socialization
• Learning styles
• Monitor Hypothesis
• Multidisciplinary aspects of SLA (e.g., biological, psychological, linguistic, sociological, anthropological)
• Noticing Hypothesis
• Output hypothesis
• Psycholinguistics
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Socio-cultural theory
• Sociolinguistics
• TBLT and task sequencing
• Transfer/interference
• UG
 
Knowledge About Language:
• Formal/structural aspects of language (phonology, vocabulary, syntax, etc.)
• Global Englishes, English as a lingua franca/English as an international language
• Language varieties
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Functional aspects of language (e.g., morphological, syntactical, discourse, situational)
 
Language Use:
• Conflict resolution and cross cultural communication
• Intercultural communication
• Multilingualism & identity
• Translation/Interpretation-research, theory, techniques
 
Others:
• Analysis-looking at language (and language learning) from different perspectives
0=I don't know what this is 1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Continued professional development
• Curriculum/program development
• Language program administration
• Language program evaluation
• Personal professional philosophy (of language, education, teaching, etc.)
• Professional ethics, values
• Statistics
• Testing/Assessment
 
 
Comments/Suggestions:
   
 
 
The following skills among others were identified by SLS faculty and staff as being important for BA students. To what degree do you believe students graduating with a BA in SLS should have these skills?
1=not important at all 2=moderately important 3=quite important 4=very important/essential
Teaching:
• Application of theoretical knowledge
• Class management
• Developing rapport
• Eliciting student contribution/participation
• Engaging and motivating students
• Flexibility, adaptability
• Giving corrective feedback
• Giving other forms of feedback (besides corrective feedback)
• Justification of pedagogical choices
1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Lesson planning
• Materials-development for one’s own classes
• Materials-evaluation/textbook selection
• Needs analysis-data collection about one’s own classes
• Possessing an analytical, evaluative mindframe
• Testing/assessment within one’s own classes
• Using technology
 
Program Administration:
• Curriculum/program development
1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Language program administration
• Materials-evaluation/textbook selection
• Needs analysis-data collection at the program level
• Program evaluation
• Testing/assessment at the program level
 
Others:
• Aptitude
• Action research
• Analysis - looking at language (and language learning) from different perspectives
1=not important at all 2=moderately important 3=quite important 4=very important/essential
• Collegiality
• Critical thinking
• Critiquing research
• Developing professional rapport
• Interpersonal communication, negotiation and conflict resolution skills
• Job search skills
• Professional use of technology
• Public speaking/ presentation
• Research skills-locate and use academic research
• Translation skills
 
 
Comments/Suggestions:
   
 
 
The following dispositions were identified by SLS faculty and staff as being important for BA students. To what degree do you believe students graduating with a BA in SLS should manifest these dispositions?
1 = not important at all 2 = moderately important 3 = quite important 4 = very important/essential
Particular to Language Teaching:
• Awareness of students’ needs
• Commitment to student personal development/empowerment
• Openness to different learning styles
• Respect for students
• Sympathy for/understanding of students
 
Professionalism in General:
• Commitment to professionalism
• Intercultural sensitivity
1 = not important at all 2 = moderately important 3 = quite important 4 = very important/essential
• Leadership (in class)
• Motivation, enthusiasm
• Openness to new ideas, generally
• Openness to/respect for otherness/difference (other cultures, languages, perspectives, values, etc.)
• Orientation toward reflective professional development/self-improvement
• Orientation toward social justice
• Orientation toward flexibility, adaptability
• Positive attitude toward language varieties
• Respect for colleagues and others one encounters professionally
• Self-determined professionalism
1 = not important at all 2 = moderately important 3 = quite important 4 = very important/essential
• Sense of one’s own professional values and ethics (ethical competence)
• Sense of professional community by participating in the field through conferences, workshops & research
• Sense of professional identity
• Sense of responsibility to develop field through active participation in research/reflective activities
• Testing/Assessment ethics
• Using English as international and global language to promote understanding, cooperation and appreciation of others
• Valuing of, and orientation toward creativity
• Willingness to learn
 
 
 
Comments/Suggestions:
   
 
Thank you for taking the time to complete this survey. If you have any question about the survey, please contact me at [email protected] or call 808-7815387.
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