On the third day of the course, students are given a First Week Questionnaire which they are asked to fill out and submit by the end of the day in order for us to gauge their initial reactions to the course and confirm overall satisfaction. If there is anything students are not happy about (either at school or at any student accommodation), this form allows us to take immediate action and make changes as necessary. However, in the case of any pressing issues that require urgent attention (for example if a student can’t understand anything in class, or if there is a problem with the accommodation), our staff are available to take feedback at any time and will act accordingly to resolve all issues.

At Gateway we also have an increasing number of students opting for long-term English courses, ranging anywhere between four weeks to twelve months. As such, we can understand how important it is for students investing so much in their English education to get the best possible results from their long-term efforts, and we are therefore very serious when it comes to monitoring student progress.

Our DOS (Director of Studies) holds one-to-one tutorial sessions with individual students every few weeks, in which students are encouraged to discuss their course and lessons and reflect on how they feel they are doing. This is also pitted against their respective teacher’s / teachers’ own feedback which the DOS gathers in consultation with the relevant teachers on a daily basis.

Moreover, this is an opportunity for students to bring up any difficulties they may be having in class, and to determine their specific academic needs, if relevant. For example, if a student feels that s/he is particularly lacking in a particular language skill, or cannot keep up with the pace of the other students in the class, among other possible concerns, the DOS can advise students accordingly and help them work out the best course for personal action, which can include a simple programme for self-study to supplement the course, or a selection of reading and audiovisual material (graded or authentic) taken from the school library for extensive reading and listening practice after school hours. This type of academic guidance helps students not only to cope better in class, but helps them make the most of their free time and develop their skills of self-study to their own long-term benefit.

Students are also advised to take regular progress tests which, as typical of formative assessment, do not come with any of the pressure of pass/fail exams, but are a good exercise for students to see how far they have come and what they should work on next. As an accurate measure of their level, this makes their progress more tangible to them, gives them a greater sense of achievement, and also puts them in better control of their own language learning journey, which can be wonderfully motivating for the more hardworking students.

Additionally, this is also very useful for students who wish to change their group to go to a higher level but are unsure of where they stand and would like more accurate assessment in conjunction with their teacher/s’ feedback. Such progress tests clearly indicate whether students have made the improvements expected at their level and are ready to try the next.

During tutorials students are also welcome to put forward any suggestions they feel worth mentioning, for the administration and management to take into consideration, in relation to how we can ultimately improve students’ overall learning experience at the school.

On the last day of the course, students are given a more detailed Final Week Questionnaire in which they are asked to rate their experience at the school and assess the service received on all aspects of the stay, including the academics, accommodation and social programme. Any additional comments and general impressions are also welcome, along with any suggestions students would like us to consider so that we may improve our service.