Students’ voices improve learning in English class
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Researchers at Queen Mary University of London studied how giving international students more control over their learning affected their experience in an academic English course.
Dr. Ana Ines Salvi led a study of 17 students preparing for master’s degrees in manufacturing at a UK university. Instead of traditional instruction, the students chose what to learn, how to learn it, and what questions to investigate, including practical concerns like finding housing and completing assignments.
The students worked together to research their questions using academic sources and personal interviews, then shared their findings with the class. Researchers identified themes of collaboration, student agency, and a focus on understanding concepts rather than just finding answers. Students reported they appreciated making decisions about their education and found daily learning diaries helpful for reflection. The study also showed students still valued teacher guidance, and some wished for more support when working in groups.
Salvi combined this student control with Exploratory Practice, a teaching method where teachers and students investigate questions together, finding that the two approaches strengthened each other. The researcher acknowledges the study focused on one small class over four weeks, and that the teacher also served as the researcher, meaning the results may not apply to all classrooms.
