Empirical Research Background: Recent waves of Fullbright and other charity foundations‘ sponsored American English Teaching Assistants (ETAs) integration into tertiary module teaching and learning in Asian countries, has raised concerns whether the ETAs are welcomed by students. Empirical Research Aims: The present study discusses the development and piloting of an instrument to evaluate students‘ perspectives of ETAs‘ role in module teaching and learning in a tertiary context in Hong Kong. Empirical Research Sample: Participants were 153 students from modules that involved ETAs, ranging from first to third year students of four year undergraduate programmes. Empirical Research Method: Students were asked to rate their agreement to 20 statements related to ETAs‘ role in and out of classroom situations on a 4-point category. Empirical Research RASCH: Rasch analysis was used to determine the fit and reliability of the items and the performance of the category structures. Empirical Research Results: Adequate item and person separations were found for all items except for two. Repeated analysis without these items showed improvements in item and person fit and separations. Individual item category structures were generally found to fulfill Linacre‘s (2004) eight guidelines for well performing categories. Empirical Research Conclusions: The resulting 18-item tool is suitable for future evaluations of ETA‘s role in module teaching and learning in tertiary context.
|Publication status||Published - Jul 2009|