Ⅱ. Cloze        Research on teaching and learning in TESOL has incorporated student __16__ and studentvoices in a variety of ways. However, it is relatively__ 17__ to see studies that survey studentsafter they have exited a language program and can reflect on what they have gained from completingit. Some years ago, Christison and Krahnke (1986) argued that curriculum design in ESL programsfor __18__ preparation has, in general, failed to use the experience of students themselves as abasis for planning and decision making. Such 19 from students is important for two reasons.First, student satisfaction can be a __20__ data point, along with statistical data (such as GPAs)and performance data (such as portfolios of student writing), to inform program assessment foroutside evaluators. Second, if student feedback is finely tuned to __21__ opinions about specificelements of the program or curriculum, administrators and teachers can potentially use it to improvetheir practices. The survey described in this article was sent to university second language (L2)students who had completed a required English for Academic Purposes (EAP) program for first-yearmultilingual students one to three years earlier. Its director (the author) was interested in students’feedback on the program to __22__ ways in which the program could continue to improve. In thisarticle, I describe the program, the survey __23__ (N = 355), and changes and discussions that areunder way as a result of the findings. __24__ the details of the curriculum, the survey, and theconsequent changes are specific to this particular program, the process of review and __25__ thatwe pursued (and continue to pursue) can be applicable to many different language, writing, or EAPprograms that wish to strategically incorporate student perspectives in their own self-evaluations.
【題組】16.
(A) discoveries
(B) opinions
(C) demands
(D) wants