Editorial
The following text is Chapter 13 from “Of The Students, By the Students and For The Students”, Cambridge Scholars Publishing. For details see in HLTMag
Student/Consumer Satisfaction Survey: Holistic English vs. Traditional Oral English
Martin Wolff, China
Martin Wolff, J.D. is currently a "Foreign Expert" in China teaching International Business Law, Marketing, International Negotiations, Introduction to the WTO, and Holistic English as a Foreign Language. He graduated from Loyola University, Los Angeles, with a Juris Doctor degree He was appointed a "Foreign Expert" in China in 2002 and has taught at many prestigious universities throughout China. He is the co-author, of the Holistic English Workbook series that includes: Holistic Business English; Holistic Freshman English; Holistic Marketing English; Holistic Tourism English; and eleven other specialized Holistic workbooks. E-mail: holisticenglish@yahoo.com
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Introduction
Summary
Conclusion
What the students are saying
Under the leadership of Dean XIA Jimei, PhD and Vice-Dean Wang Zhe, PhD, Sun Yat-sen University (Zhongshan), Guangzhou, arguably has one of China’s most innovative, progressive and successful English teaching programs (TEFL), having received numerous national English teaching awards.
In the pursuit of English teaching excellence, commencing in March 2009, Holistic English has been taught to post-graduate non-English majors.1 At the end of each semester the students/consumers are asked to answer an anonymous questionnaire indicating the amount of benefits they perceive to have received from the Holistic English program, ranking them from 1 – 10, with ten being the most beneficial. The areas of perceived benefits are:
Chart 1
Vocabulary
Reading
Oral
Writing
Listening
Chart 2
Motivation
Self-Discipline
Confidence
Creative Thinking
Autonomous Learning Skills
Chart 3
World View
The students’ questionnaire answers were then tabulated and depicted in graph form. The graphs in the following right hand column summarize the Holistic English students 2 perceived benefits. (600 students for the spring 2009 term and 700 students for the fall 2009 term.) See graphs B, D, F, H, J and L.
The Department of English Teaching administration selected a group of 3 classes for the March 2009 semester and 4 classes for the September 2009 semester 3 to use for comparison of students’ perceived benefits. The control group classes of post-graduate non-English majors were taught a traditional oral English program, by some of the Department’s best teachers. At the end of each semester the students/consumers in the control group were also asked to answer the same questionnaire as answered by the Holistic English students. The students’ questionnaire answers were then tabulated and depicted in graph form. The graphs in the following left hand column summarize the control group students’ perceived benefits. (129 students for the spring 2009 term and 172 students for the spring 2009 term.) See graphs A, C, E, G, I and K.
In the spring 2009 semester 10% of the students in the control group filled out the questionnaire in Chinese instead of English.
In the fall 2009 semester 14.5% of the students failed to follow the simple written English instructions causing numerous Questionnaires to be invalidated.
Class 22 - 6 Questionnaires invalid
Class 23 - 1 Questionnaire invalid
Class 24 - 6 Questionnaires invalid
Class 26 - 12 Questionnaires invalid
The control class cumulative charts reflect in the traditional oral English program there is a degree of chaos, uncertainty and lack of a delivery system that produces consistent and reliable results over a broad diversity of students. The percentage of dissatisfied students/consumers is very high and the degree of satisfaction by the satisfied students/consumers is low.
The Holistic English program charts reflect the consistent delivery of an educational product that produces uniform results to highly satisfied student/consumers.
All of the students’ questionnaire responses have been delivered to the Department of English Teaching administration for verification of this report.
1,600 post-graduate non-English major students/consumers, representing every province and more than 200 undergraduate intuitions of higher education have spoken.
In their opinion, the Holistic English Program consistently delivers a superior educational product that produces a significantly higher degree of student/consumer satisfaction.
You can please some of the students/consumers all of the time and all of the students/consumers some of the time, but you can’t please all of the students/consumers all of the time. Holistic English is no different. However, with the Holistic English 2nd language acquisition program you can please more of the students/consumers, more of the time, with a higher degree of satisfaction, than with the traditional oral English learning curriculum.
English is not something you learn in a 2 hour classroom every other week. English must be lived 24/7. You must eat, sleep, drink and even dream in English.
What the students are saying
When the students/consumers have completed the Holistic English program and their final grades have been submitted, they are afforded an opportunity to post their comments about the program at http://chinaholisticenglish.com The following are some representative examples of what the students are saying about Holistic English.
Katherine Class4
December 30th, 2009 at 3:39 pm ·
The class is over, but learning English just begins. I just want to say, from the bottom of my heart, thank you. From the class I learned how to learn English well, read more, listen more, and speak more. Now I do learn English more in my free time, and I know many difficulties lay ahead, but I will continue to learn English—even in the toughest times. The journey of learning English will go on!
Robert-Class16
December 30th, 2009 at 9:19 pm
In HE we can learn, talk and speak freely. There are no right answers or wrong answers. And we can discuss with others. This class model helps my oral English a lot. I love this class!
Eric class4
December 30th, 2009 at 9:36 pm ·
After finishing your class, I found that I made some progress! The most important thing is that you taught me how to continue to learn English even after finishing the class. Finally, I must say thank you to you!
Maggie class5
December 30th, 2009 at 11:40 pm ·
I thank you for giving me a very different kind of English class, which make me very impressed. For I had never written, listened and spoken as much English as this semester done before. As a result, I make progress in learning English. What’s more, I learned knowledge of economy by watching movies which makes me so excited. So I thank you sincerely.
Maxwell.5
December 31st, 2009 at 3:21 pm ·
I never did it like this semester to study English. HOLISTIC ENGLISH have impressed me deeply, I will never forget it. I am really moved a step on my English learning road, really improved not only in my oral English, but also in my confidence. A wonderful class and an excellent teacher, Thank you very much!
Sunny Class Three
January 4th, 2010 at 4:17 pm ·
I cannot believe that this class has come to end. No more Emails from …, no more homework we should do in the future. I have to admit that this class is the most impressive, interesting and helpful English class. And it is not only an English lesson. We get to other knowledge beyond our major, think more and deeper about the world, our country, and our future, ourselves… We begin to talk with others confidently in Chinglish, no matter what other people is thinking of. Steel sharpens steel. We believe that firmly and we will do so. I am so lucky to take Holistic English…
Gloria Class 8
January 4th, 2010 at 5:19 pm ·
The Holistic English experience is very unforgettable and valuable for me. After ten years of English learning, I have got more from this than ever. This class not only taught me English-learning experience but also analytical perspective and so on. I can’t express my gratitude for this class in words especially the founder, our professor.
Listening to the voices of the students/consumers is in vogue. Asking students’ opinions about school may be trendy, but integrating their views must be a part of educational policy development. . Listen to the voices of the students/consumers is in vogue.
1 Spring 2009
The students represent the following provinces:
Anhui, Chongqing, Fujian, Gansu, Guangdong, Guangxi, Guizhou, Hainan,, Heilongjiang, Henan, Hubei, Hunan, Inner Mongolia, Jiangsu, Jiangxi, Jilin, Liaoning, Ningxia, Shanxi, Shandong, Sichuan, Xinjiang Uyghur Autonomous Region, Yunnan, Zhejiang
The students represent the following 120 undergraduate institutions of higher learning:
Anhui University, Anyang Normal University, Army Institute of Xian, Beijing Institute of Business, Beijing Normal University, Central China Normal University, Central University of Finance and Economics, Central South University, Central University of Nationalities, Chang An University, Changchun University, Changchun Normal University, Changchun Taxation College, China University of Mining and Technology, Chin South Normal University, Chinese University of Political Science and Law, Chongqing University, Chongqing Jaiotong University, Chongqing University of Posts and Telecommunications, Dalian Nationalities University, DongBei University of Finance and Economics, Finance and Economic University of Tiang Yi, Fudan University, Fujian Normal University, Fuzhou University, Gannan Normal University, Guangxi University, Guangdong Academy of Fine Art, Guangdong Business University, Guangdong Polytechnic Normal University, Guangdong University of Business Study, Guangdong University of Foreign Studies , Guilin University of Electronic Technology, Guizhou Institute of Nationalities, Guizhou Normal University, Guizhou University, Hangzhou DianZi University, Hainan University, Harbin University of Science and Technology, Henan Agricultural University, Hebei Normal University, Hebei Economic and Business University, Hebei University, Hefei University of Technology, Henyang Normal University, Hohai University, Hongshan Normal University, Huazhong Agricultural University, Huazhong University of Science and Technology, Hubei Coal Industrial Teacher’s College, Hubei University of Technology, Hubei University, Hunan University of Arts and Sciences, Hunan University, Hunan Normal University, Jiaying University , Jiangxi Normal University, Jiangxi University of Finance and Economics, Jilin University, Jishou University, Kunming University of Science and Technology, Lanzhou Commercial College, Lanzhou University, Liaoning University, Ludong University, Minzu University, Nanjing Agriculture University , Nanchang University, Nanjing University, Nanjing University of Finance and Economics, Nankai University, Nanyang Institute College, Nanyang Normal University, NorthEast Agricultural University, NorthEast Normal University, North China Electric Power University, Northeastern University, Northwest University of Politics and Law, Northwest University, Northwest Polytechnic University, Peking University, People’s University of China, Qingdao University, Renmin University, Shandong University, Shanxi Normal University, Shanxi University, Shenzhen University, Sichuan Normal University, Sichuan University, South Central University for Nationalities, Sijiazhuang Railway College, South China Agriculture University, South China Normal University, South China University of Technology, South China University, Southwest JiaoTong University, Southwest Finance University, Southwest University, Southwest University of Finance and Economics, Southwest University of Political Science and Law, South China University of Technology, Sun Yat-sen, Tianjin Normal University, Tianjin Foreign Studies University, Tianjin University of Science and Technology, Tsinghua University, University of Science and Technology of China, Wuhan Institute of Technology, Wuhan University, Xian Economic and Financial College, Xian Jiaotong University, Xian Institute of Technology, Xian University of Finance and Economics, XiangTan University, Xiamen University, XiDian University, YanShan University, Yantai University, Yunnan University, Zhanguan Economy and Law School, Zhanjiang Normal University, Zhengzhou University, Zhejiang University, Zhejiang University of Technology, Zhongnan University of Economics and Law, Zhongshan University
Fall 2009
The students represent the following provinces:
Anhui, Chongqing, Fujian, Guangdong, Gansu, Guangxi, Guizhou, Hebei, Heilongjiang, Henan Hong Kong (SAR), Hubei, Hunan, Inner Mongolia, Jiangsu, Jiangxi, Jilin, Liaoning, Ningxia, Shanghai, Shandong, Shanxi, Shaanxi, Sichuan, Tianjin, Xinjiang, Yunnan, Zhejia
The students represent the following 195 undergraduate institutions of higher learning:
Agricultural University of Hebei, Anhui Normal University, Anhui University, Anyang Normal University, Anyang Normal Teachers University, Beijing Normal University, Beijing Normal University Zuhai Campus, Binzhou University, Central China Agriculture University, Central China Normal University, Central South University of Forestry and Technology, Central South University, Changchun Normal University, Changsha University, Changsha University of Science and Technology, Chengdu University of Technology, China Agriculture University, China Pharmaceutical University, China University of Geosciences, China West Normal University, Chongqing Normal University, Chongqing Technology and Business University, Chongqing University of Post and Telecommunications, Dalian University of Technology Dalian Jiaotong University, Daqing Petroleum Institute, Dezhou University, East China Institute of Technology, East China Normal University, East China Institute of Technology, Foshan University, Fujian Normal University, Gannan Normal University, Guangdong College of Pharmacy, Guangdong Ocean University, Guangzhou University, Guangdong University of Technology, Guangdong University of Business Study Guangdong University of Technology, Guangzhou University of Chinese Medicine, Guangdong University of Technology, Guangxi Normal University, Guilin University of Technology, Guiyang College of Traditional Chinese Medicine, Guizhou University, Guizhou College of Finance and Economics, Hainan Normal University, Hainan University, Harbin Engineering University, Harbin Normal University, Hebei University of Science and Technology, Hebei Normal University, Hefei University, Hefei University of Technology, Heilongjiang University, Henan Institute of Science and Technology, Henan Normal University, Henan University, Henan College Of Science And Technology, Henan University of Technology, Hengyang Normal University, Hohai University, Huaibei Coal Industry Teachers College, Huanggang Normal University, Huangshan College, Huangshan University, Huazhong Agricultural University, Huazhong Normal University, Huangzhong Agricultural University, Hubei Normal University, Hubei University of Technology, Hunan Agriculture University, Hunan City University, Hunan Normal University, Hunan University of Arts and Science, Hunan University of Chinese Medicine, Hunan University, Hunan University of Science and Technology, Hunan University, Inner Mongolia University, Jiangxi Agricultural University, Jiangxi Normal University, Jiangxi Science & Technology Normal University, Jiangsu University, Jiaying University, Jiamusi University, Jiliang University, Jilin University, Jimei University, Jinan University, Jiujiang University, Jishou University, JYU University, Liaoning Normal University, Liaoning University, Lanzhou University, Leshan Normal University, Liaocheng University, Liaoningshihua University, Linyi Normal University, Linyi University, Luoyang Normal University, Nanchang University, Nanchang Hang Kong University, Nanjing Agricultural University, Nanjing Normal University, Nanjing University, Neijiang Teachers' College, Nankai University, Northeast Agriculture University, Northeast Forest University, Northeast Normal University, Northeastern University, North University of China, North West Normal University, Northwest University, Northwest University of Politics and Law, Northwest A & F University, Ocean University of China, Peking University, Pingdingshan University, Quanzhou Normal University, Qingdao Agricultural University, Qingdao University, Qingdao Technological University, Qufu Normal University, Qiannan Normal College for Nationalities, Shanxi Agriculture University, Shanxi Datong University, Shaanxi Normal University, Shandong Agricultural University, Shandong Normal University, Shandong University of Technology, Shandong University of Science and Technology, Shandong University, Shaoxing University, Shaoyang College, Shangqiu Normal University, Shanxi Datong University, Shanxi Normal University, Shanxi University, Shenyang Agricultural University, Shenyang Pharmaceutical University, Shenzhen University, Shijiazhuang University Of Economics, Sichuan Agricultural University, Sichuan Normal University, South Central University for Nationalities, South China Agriculture University, South China Normal University, South China University of Technology, Southeast University, Southwest Forestry College, Southwest Jiaotong University, Southwest Normal University, Southwest University for Nationalities, Southwest University of Science and Technology, Sun Yat-sen University, Taiyuan Normal University, The Chinese University of Hong Kong, Three Gorges University, Tianjin University of Technology, Tianjin Normal University, University of Electronic Science and Technology of China, University of Jinan , University of South China, Weifang Medical College, Weinan Normal University, Wenzhou University, Wuhan University, Wuhan University of Technology, Xiangnan University, Xiangtan University, Xi'an Jiaotong University, Xidian University, Xinzhou Teachers University, Xinjiang University, Xinyang Normal University, Xuchang University, Yangcheng Normal University, Yanshan University, Yantai University, Yantai Normal University, Yangtzeu University, Yunnan University, Yuxi Normal University, Zhangzhou Normal University, Zhejiang University, Zhejiang Chinese Medical University, Zhejiang Forestry University, Zhengzhou Normal University, Zhengzhou University, Zunyi Medical College
2Holistic English Classes
Class #1 Economics
Class #2 Economics, Finance, Marketing
Class #5 E Business, Economics, Management Science
Class #6 History
Class #7 Chinese Studies
Class #8 Chinese Studies
Class #11 Law
Class #12 Law
Class #13 Accounting, Finance, Management Science
Class #14 Accounting, Business Administration, E Commerce, HRM
Class #17 Information Management. Marketing
Class #18 Economics, medical Informatics
Class #21 International Relations, Political Science, Sociology
Class #22 Demography, Public Administration, Sociology
CONTROL GROUP
Class #20 Philosophy
Class #23 Political Science
Class #24 Journalism, Tourism, and International Communications
3HOLISTIC ENGLISH CLASSES
Class #1 School of Life Sciences
Class #2 School of Life Sciences
Class #3 School of Life Sciences
Class #4 School of Life Sciences
Class #5 School of Life Sciences, School of Education
Class #6 School of Environmental Science, and Engineering
Class #7 School of Geography and Planning
Class #8 School of Geography and Planning
Class #9 School of Geography and Planning
Class #13 School of Mathematics and Computational Science
Class #14 School of Mathematics and Computational Science; Department of Earth Science
Class #15 Department of Earth Science
Class #16 School of Chemistry and Chemical Engineering
Class #17 School of Chemistry and Chemical Engineering
Class #18 School of Chemistry and Chemical Engineering
CONTROL GROUP
Class #22 School of Life Science
Class #23 School of Environmental Science and Engineering
Class #24 School of Environmental Science and Engineering
Class #26 School of Information Science and Technology
Please check the Teaching Advanced Students course at Pilgrims website.
Please check the Building Positive Group Dynamics course at Pilgrims website.
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