Learner and Teacher Perceptions about Progress Made in an EFL Language Development Course in a BA English Programme In Hungary

Abstract

This paper aims to explore the factors that affect first-year university English language learners’ progress, such as their motivation, their teachers’ assessment techniques and the teaching process they underwent. The goal of the research was to find out how the students perceive their progress, and how teachers see their students’ improvement in relation to their teaching practices. In order to gather this information, two written retrospective online questionnaire surveys were conducted. The data were analyzed by discerning patterns in the results, and by comparing the answers from the respondents. It was discovered that students were generally satisfied with the elements of the course, their language skills development and with the teaching approaches employed by their teachers, though there were some disparities in certain areas. Teachers had some shared viewpoints, and were in agreement with the students as to the methods of teaching, yet in regards to evaluating students’ progress, there were dissimilarities. The results of the research provide beneficial information and guidelines which may assist course designers in modifying parts of the language practice course.