Tran Ngoc Bao Chau, Truong Vien


This descriptive study aims to investigate how EFL teachers and EFL students perceive Student Evaluation of Teaching Effectiveness (SETE) as well as to seek for possible similarities and differences between the two groups’ perceptions. The current study was conducted with the participation of 60 teachers and 100 students at an EFL Language Center in the Mekong Delta, Vietnam. Quantitative and qualitative data were collected via questionnaires and semi-structured interviews. Main findings reveal that: (1) almost all teachers and students are highly aware of SETE in relation to its necessity and benefits except for its validity and reliability; (2) the two groups of participants acknowledged their frequent participation in SETE and expressed their preferences for certain SETE procedures; (3) there are major similarities and differences between teachers’ and students’ perceptions of SETE.


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Student Evaluation of Teaching Effectiveness (SETE), student ratings, teaching quality, course improvement, forms of assessment

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