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6.1InterviewswithOPELTInstructorsIamcurrentlyconductinginterviewswithcurrentandpreviousOPELTinstructorsinanattempttocollectdatatodefinitivelysupportorcountermyideasabouthowtheprogramhashelpedteachersandtheprogram.6.2EffectsonStudentSatisfactionAsmanystudentsdonottakePASEOforcredit,andthePASEOsystemmeansthatclassplacementdoesnotcorrespondwithclasssplitsintheTora-netsystem,itisnecessaryforOPELTtocollectdataonstudentsatisfactionindependentlyoftheonlineTora-netstudentsatisfactionquestionnaires.ThisdataispublishedeachsemesterinaPASEOEnrollmentReport.ThePASEOcourseevaluationshaveshownsteadilyincreasinglevelsofsatisfactionwithPASEOlessonsandteachersoverthepasttwoyears.Thisdoescorrespondwiththetimeperiodinwhichthelessonobservationsystemwasimplemented,butmore-carefulanalysis,andmostlikelymoretime,willberequiredtoestablishtheexistenceofacausativerelationship.AnumberofotherchangeshaveoccurredinPASEOduringthesametimeperiod,anyorallofwhichmayalsohavehadaneffectonstudentsatisfaction.Fortunately,inadditiontonumericaldataintheformofsurveyresults,allstudentswhorespondareencouragedtoleavedetailedcomments,andmostdoso.In-depthanalysisofthesecommentswillbeperformed,andthecommentswillberelatedtonumericalsurveyresults.Inthisway,Ihopetoseewhat,ifany,concreteeffecttheinstitutionoftheclassobservationprogramhashadonPASEOstudentsatisfaction.6.3DataonLessonObservationatOtherInstitutionsIwouldliketocomparethesuccessofthisprogramwithprofessionaldevelopmentprogramsatothersimilarprograms,collectdataaboutfrequencyandkindoflessonobservationsperformedatotherinstitutions,andtowhatextentprogramsofotherkindsdoordonotproducesimilaroutcomestotheOPELTprogram.Todothis,Iwillconductasurveyofdirectorsandinstructorsatotherinstitutionstoseehowwidespreadfrequentlessonobservationis,howwellitisreceived,andwhatkindsoftangiblebenefitsitisseentoproduce.7SummaryForthepasttwoyears,theOhioProgramforEnglishLanguageTeachinghasbeenperformingpeer-ledobservationofPASEOEnglishclasses,usingvideoandteacher-drivenobservationtasks.Thisobservationsystemhasproducedpositiveprofessionaldevelopmentoutcomes,notonlyforinstructorsnewtoteachingEnglishasaForeignLanguageinanacademicenvironment,butalsoforexperiencedinstructors.Indeed,ithasproducedpositiveoutcomesfortheprogramasawholeaboveandbeyondanysimpleimprovementstoteachingorclassroommanagement.Althoughmore-focusedresearchisnecessarytoverifyandquantifytheseoutcomes,thesimplepresenceofanongoingopportunityforpeer-drivenprofessionaldevelopmentis,Ibelieve,intrinsicallyvaluable.Itisalltoorareforinstructorsattheuniversityleveltohavethechancetoreceiveusefulfeedbackabouttheirteachingmethods.Itismyhopethatotherdepartmentsmightseethebenefitsofaprogramlikethis.Professionaldevelopmentandongoingmindfulattentionpaidtoteachingmethodsarenotusefulonlytoteachersoflanguagesortonewinstructors.Anyteacherwhospendsanyamountoftimeintheclassroomcanbenefitattheveryleastfromactiveself-reflectionandself-observationtasks,andiffellowfacultycanbeinvolvedinpeerobservation,thepotentialbenefitsareprofound.（准教授語学センター）―26―DavidR.Laurence