References
- Aleamoni, L. M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13(2), 153–18. https://doi.org/https://doi.org/10.1023/A:1008168421283
- Aleamoni, L. M., & Millman, J. (1981). The student ratings of teachers. Handbook of teacher evaluation. Beverly Hills, CA: Sage Publications, Inc
- Al-Issa, A., & Sulieman, H. (2007). Student evaluations of teaching: Perceptions and biasing factors. Quality Assurance in Education, 15(3), 302–317. https://doi.org/https://doi.org/10.1108/09684880710773183
- Al-Maamari, F. (2015). Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study. Higher Education Studies, 5(6), 9–20.
- Al-Mahrooqi, R., Denmann, C., & Al-Issa, A. (2015). Student perspectives of quality assurance mechanisms in an EFL program in the Sultanate of Oman. International Journal of Arts & Sciences, 8(5), 81–106.
- Arthur, L. (2009). From performativity to professionalism: Lecturers’ responses to student feedback. Teaching in Higher Education, 14(4), 441–454. https://doi.org/https://doi.org/10.1080/13562510903050228
- Ballantyne, R., Borthwick, J., & Packer, J. (2000). Beyond student evaluation of teaching: Identifying and addressing academic staff development needs. Assessment & Evaluation in Higher Education, 25(3), 221–236. https://doi.org/https://doi.org/10.1080/713611430
- Burden, P. (2008). ELT teacher views on the appropriateness for teacher development of end of semester student evaluation of teaching in a Japanese context. System, 36(3), 478–491. https://doi.org/https://doi.org/10.1016/j.system.2007.11.008
- Burden, P. (2009). A case study into teacher perceptions of the introduction of student evaluation of teaching surveys (SET) in Japanese Tertiary Education. The Asian EFL Journal Quarterly, 11(1), 126–149.
- Centra, J. (1993). Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. Jossey-Bass.
- Farrell, T. S. (2016). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247. https://doi.org/https://doi.org/10.1177/1362168815617335
- Farrell, T. S. C. (1999). Reflective practice in an EFL teacher development group. System, 27(2), 157–172. https://doi.org/https://doi.org/10.1016/S0346-251X(99)00014-7
- Feryok, A. (2010). Language teacher cognitions: Complex dynamic Systems? System, 38(2), 272–279. https://doi.org/https://doi.org/10.1016/j.system.2010.02.001
- Fisk, R. P., Brown, S. W., & Bitner, M. J. (1995). Services management literature overview: A rationale for interdisciplinary study. Understanding Services Management, 11–27.
- Golding, C., & Adam, L. (2016). Evaluate to improve: Useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41(1), 1–14. https://doi.org/https://doi.org/10.1080/02602938.2014.976810
- Gray, J. (1998). The language learner as teacher: The use of interactive diaries in teacher training. ELT Journal, 52(1), 29–37. https://doi.org/https://doi.org/10.1093/elt/52.1.29
- Guo, Q., Tao, J., & Gao, X. (2019). Language teacher education in System. System, 82, 132–139. https://doi.org/https://doi.org/10.1016/j.system.2019.04.001
- Hiver, P., & Whitehead, G. E. K. (2018). Sites of struggle: Classroom practice and the complex entanglement of language teacher agency and identity. System, 79, 70–80. https://doi.org/https://doi.org/10.1016/j.system.2018.04.015
- Ho, B. (1995). Using lesson plans as a means of reflection. ELT Journal, 49(1), 66–71. https://doi.org/https://doi.org/10.1093/elt/49.1.66
- Karimi, M. N., & Norouzi, M. (2017). Scaffolding teacher cognition: Changes in novice L2 teachers’ pedagogical knowledge base through expert mentoring initiatives. System, 65, 38e48. https://doi.org/https://doi.org/10.1016/j.system.2016.12.015
- Khen, D. K. (1999). Through the eyes of the learner: Learner observations of teaching and learning. ELT Journal, 43(4), 240–248. https://doi.org/https://doi.org/10.1093/elt/53.4.240
- Kiely, R. (2001). Classroom evaluation – Values, interests and teacher development. Language Teaching Research, 5(3), 241–261.
- Kulik, J. A. (2001). Student ratings: Validity, utility and controversy. New Directions for Institutional Research, 27(109), 9–25. https://doi.org/https://doi.org/10.1002/ir.1
- Mann, S., & Walsh, S. (2013). RP or ‘RIP’: A critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291–315. https://doi.org/https://doi.org/10.1515/applirev-2013-0013
- Marsh, H. W. (1984). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76(5), 707–754. https://doi.org/https://doi.org/10.1037/0022-0663.76.5.707
- Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319–383). Springer.
- McDonough, J. (2001). The teacher as language learner: Worlds of difference? ELT Journal, 56(4), 404–411. https://doi.org/https://doi.org/10.1093/elt/56.4.404
- Moore, S., & Kuol, N. (2005). Students evaluating teachers: Exploring the importance of faculty reaction to feedback on teaching. Teaching in Higher Education, 10(1), 57–73. https://doi.org/https://doi.org/10.1080/1356251052000305534
- Morse, J. (1995). The significance of saturation. Qualitative Health Research, 5(2), 147–149. https://doi.org/https://doi.org/10.1177/104973239500500201
- Ory, J. C. (1991). Changes in evaluating teaching in higher education. Theory into Practice, 30(1), 30–36. https://doi.org/https://doi.org/10.1080/00405849109543473
- Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (Vol. 2, pp. 697–698). Sage.
- Penny, A. R. (2003). Changing the agenda for research into students’ views about university teaching: Four shortcomings of SRmoT research. Teaching in Higher Education, 8(3), 399–411. https://doi.org/https://doi.org/10.1080/13562510309396
- Rea-Dickins, P., & Germaine, K. (1992). Evaluation. Oxford University Press.
- Reiter, B. (2017). Theory and Methodology of Exploratory Social Science Research. International Journal of Science and Research Methodology, 5(4), 129–150.
- Richards, J. (2004). Towards reflective teaching. The Language Teacher, 33, 2–5.
- Smith, J. (2001). Modeling the social construction of knowledge in ELT teacher education. ELT Journal, 55(3), 221–227. https://doi.org/https://doi.org/10.1093/elt/55.3.221
- Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598–642. https://doi.org/https://doi.org/10.3102/0034654313496870
- Sproule, R. (2000). Student evaluation of teaching: Methodological critique. Education Policy Analysis Archives, 8, 50. https://doi.org/https://doi.org/10.14507/epaa.v8n50.2000
- Sproule, R. (2002). The underdetermination of instructor performance by data from the student evaluation of teaching. Economics of Education Review, 21(3), 287–294. https://doi.org/https://doi.org/10.1016/S0272-7757(01)00025-5
- Stewart, M. (2015). The language of praise and criticism in a student evaluation survey. Studies in Educational Evaluation, 45, 1–9. https://doi.org/https://doi.org/10.1016/j.stueduc.2015.01.004
- Theall, M., & Franklin, J. (2001). Looking for bias in all the wrong places: A search for truth or a witch hunt in student ratings of instruction? New Directions for Institutional Research, 2001(109), 45–56. https://doi.org/https://doi.org/10.1002/ir.3
- Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191–212. https://doi.org/https://doi.org/10.1080/0260293980230207
- Walker, J. (2011). English Language Teaching management research in post-compulsory contexts: Still ‘crawling out’? Research in Post-Compulsory Education, 16(4), 489–508. https://doi.org/https://doi.org/10.1080/13596748.2011.630919
- Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/https://doi.org/10.1093/elt/ccv018
- Wennerstrom, A. K., & Heiser, P. (1992). ESL student bias in instructional evaluation. TESOL Quarterly, 26(2), 271–288. https://doi.org/https://doi.org/10.2307/3587006
- Youmans, R. J., & Jee, B. D. (2007). Fudging the numbers: Distributing chocolate influences student evaluations of an undergraduate course. Teaching of Psychology, 34(4), 245–247. https://doi.org/https://doi.org/10.1080/00986280701700318