Abstract:

It is a widely accepted idea that promoting a meaningful student involvement in schools enhances both teaching and learning. However, asking students for periodic comments or feedback at the end of each term does not give students the idea that their voices have been heard or taken into consideration.
In this study a three-week negotiation process was carried out with 25 lower-intermediate students who volunteered to participate in this study. Each week students met for at least an hour to discuss the issues which were announced beforehand. These issues include motivation, course materials and teaching methods, assessment and transfer of their grammar knowledge into other skills like speaking and writing.
The aim was to create a friendly environment to share ideas and experiences with the purpose of suggesting changes in grammar course design by giving students empowering opportunities to have a word in decision making so that students can have ownership in their own learning. Moreover, this study aimed at developing mutual understanding and empathy between students and teachers.
In the poster, the ideas generated by the students throughout the study, their suggestions with regard to grammar course design will be presented. Moreover, their reactions to this kind of negotiation process will be displayed.

Keywords:

student involvement, course design, decision making.