Objectives
        My questionnaire on language learning aims at finding out how well the students as those postgraduates I taught in Beijing are learning the target language.

Explanations
        By asking them the hours they spend on learning the language I intend to learn their study habit. The years they have studied the language can show in some way their language level since if they study regularly, usually the longer they study the better is their language level. In China I taught postgraduates for five years and I found it is usually the case. The way of consulting the dictionary can show the student's study method in extensive reading. The means at their disposal also give us some idea of the study environment. The more means they have the more help they can get.  And then speaking, listening, reading and writing abilities show the student's communication competence. The knowledge of grammar is a basic element that ensures the correctness of the language in our communication. As for vocabulary, I set it in three groups: less than 2000 words, 2000-6000 and more than 6000. According to the Chinese statistics in foreign language learning, after the high school a student should have mastered some 2000 words in English, and an undergraduate should master 5500-6000 words. So a postgraduate should have mastered more than 6000 words.
        Considering the results, the total score is 30, and I divided them into three groups: less than 12, more than 12 and less than 24 and the rest. If a student can not get 12, that means he is either not good at communicating in the target language or does not have a good study habit. If he get a score between 12 and 24, he has already reached a rather good level of the language. If he gets more than 24, he is excellent in learning the language, since there are six items which are on the language competence itself. If the student gets the top score in all the other four items, he gets 12. That means he should get at least 12 scores in the language competence to get the excellent evaluation. The second 12 scores means good in the language ability itself.

Difficulties
        The difficulties I met are mainly technical. First of all is to find how to create a form by using HTML language. Fortunately I found a Chinese version of it. Then the PHP tricks, I found even harder since I don't know anything about the programming languages. I solved the problem by using the demo which is in the TECFA resources. I compared everything there with those in my file. It seemed everything was OK. But still mine didn't work. There was always some small problems. At last Dr. Schneider changed something in my file and it works now. The problem here is that Netscape recognizes capital letters and small letters in PHP files. So we should always pay attention to the small tricks here.
          Another trouble I met is that I can not modify directly the file which is saved in the server, since I can not open it there even though I connected the server properly. The solution is whenever I want to modify a file in the server, I should first copy it to the local computer and modify it there and then re-save it back to the server. It is troublesome but it works in this way.

Reflections
          I found this exercise is really useful for future teaching. With the PHP language we can get feedback immediately if we deliver a questionnaire. This exercise reminds me of the investigations we made in China. I participated in several compositions of questionnaires. We worked hard with papers and pens in compiling the questions and still harder on calculating the results. It usually took several months to get a result. It is really a job to do!
          The questionnaire we create should be logical, clear and make sense, otherwise the feedback is meaningless.
          The evaluation should make sense too, so the standard in evaluating the scores should be logical.