Teacher's Perception and Awareness of Oral and Written Feedback in an EFL Classroom: The Case of Three Selected Schools in Kambata Tambaro Zone, Southern Ethiopia (original) (raw)
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Factors Influencing Efl Students’ Utilisation of Teacher Written Feedback
TEFLIN Journal: A publication on the teaching and learning of English
This qualitative case study investigated factors affecting EFL university students’ use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students’ written essays, teacher written feedback, and semi-structured interviews. Students’ use of teacher written feedback was analysed using an adapted rating scheme. Thematic analysis was used for analysing the interviews. The results revealed that the major factors affecting students’ use of teacher written feedback are feedback-related factors (teachers’ use of correction symbols, legibility of written feedback, explicitness of written feedback, and wording of written feedback) and student-related factors (students’ emotional responses towards teacher written feedback and students’ previous literacy experience). Understanding the impact of these factors on students’ utilisation of teacher written feedback may help teachers to provide constructive and effective written feedback to their...
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1999
The main purpose of this study was to investigate the kind of feeling high school English language learners have on their teachers' verbal feedback, their perception of the extent of information on the correctness or incorrectness of their responses contained in teachers' verbal feedback, their perception of the extent of explanation given in teachers' verbal feedback on the correctness or incorrectness of responses, and their perception of the kind of direction given in teachers' verbal feedback for better or improved responses or output. To achieve the objectives, four grade eleven English language lessons of four sections at the Higher 12 Comprehensive Secondary School here in Addis Ababa were recorded and extracts of classroom exchanges or discourses were transcribed to be used as basis for the study. The feedback types found in the lessons were categorized and ana lysed in terms of frequencies and percentages. Accordingly, the twenty types of feedback employed i...
English education, 2022
This article reports the research on an experienced Indonesian teacher's beliefs about feedback provision and her actual practices in an EFL writing classroom. Previous work has conducted analyses of teacher beliefs about feedback, but there is a scarce of research focusing on teacher beliefs and practices on feedback provision to experienced EFL teacher, especially in the Indonesian context. Therefore, this case study investigates an experiencdEFL teacher who taught advanced writing courses in one of the leading universities in Indonesia. The data used were qualitative. In order to gain the data, a preliminary interview, observation, and a retrospective interview were carried out, respectively. Samples of the students' work were reviewed as a supplementary. The data analysis was done through data transcription, data reading, data data reduction and categorization, data comparison, data description and interpretation, and finally drawing conclusion. The findings show that the teacher believed that feedback was essential and, thus, she put herself as a major source of feedback for her students. Her beliefs influenced her practices to optimize her feedback provision, including her preferences in terms of modes, types, and sources of feedback. Her professional coursework and experiences played important roles in leading consistency between her beliefs and practices. For future teaching practices, it is suggested for teachers to equip themselves with adequate knowledge and skills, and to incorporate various methods to maximize their feedback provision. For future research, it is strongly recommended to use this reflective interview to help capture teacher beliefs behind their actual practices.
Rationalizing Oral Corrective Feedback in Sudanese EFL Classrooms
International Journal of Applied Linguistics & English Literature
This study is primarily investigating teachers' perceptions about the application of oral corrective feedback in Sudanese EFL classrooms. It attempts to explore and rationalize the application of oral feedback in an EFL context, specifically in Sudan. For this purpose, a questionnaire was designed and distributed to (70) EFL secondary school teachers. An observation checklist was also used during class visits to further support the qualitative data. The results showed that EFL teachers have different views about giving oral corrective feedback. The findings also revealed that recast is the most commonly used approach, followed by elicitation and metalinguistic feedback, respectively. Clarification requests were found to be the least commonly used approach. Regarding teaching language systems, it was found that recasts is the most common approach used in teaching vocabulary and pronunciation whereas metalinguistic is highly preferred in teaching grammar. The study concluded with some relevant recommendations: First, it is the responsibility of the concerned authorities to make the school environment a better place for learning; class size and learning aids are important to help facilitate the role of the teacher in offering good quality teaching where feedback is provided for every learner. Second, educators and experts should hold regular seminars and conferences, issue magazines and periodicals on feedback and other relevant ELT topics. Moreover, teachers should be trained on how to give feedback on oral production. Finally, teachers should push students towards pair/group work because by doing so this will provide opportunities for ST-ST and T-ST feedback.
2018
The paper presentation reports the examination of six Indonesian EFL teachers' written feedback practice at an International Program (IP) faculty of an Indonesian private university. The IP faculty offers a year long obligatory EAP class for first year students aiming to improve students' academic English skills (listening, speaking, reading, and writing). The paper will focus on the EFL teachers' feedback on students' argumentative essay drafts in the second half of first semester. To examine the teachers' moment-to-moment feedback provision, four methods are employed: think-aloud protocol, interview, observation, and document collection. Vygotsky’s activity theory is used as the theoretical framework. The paper will report the EFL teachers' combined written and oral feedback practice on students' consecutive drafts of essay. The findings also report the teachers' beliefs which underlie their feedback provision. Mismatches between what teachers know (knowledge), what they believe (beliefs), and what they do (practice) in feedback provision will be highlighted. The presentation is expected to contribute to L2 teachers' development program in Indonesia and similar contexts.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
Teachers' feedback has been used for centuries by students who use English as second language to improve their writing skills. This study sought to find out the students and teachers' responses to teacher corrective feedback in composition writing among Secondary Schools in Bulawayo, Zimbabwe using parallel questionnaires for teachers and students. The study also analyzed whether there was a significant difference between teachers and students' responses. Fifty-six teachers and 251 'O Level English students randomly selected from 25 secondary schools in Bulawayo were the sample of the study. Data collected from the questionnaires was analyzed through Statistical Package for Social Sciences (SPSS version 10). Findings showed that there were high overall means for Feed Up, Feed Back and Feed Forward for both teachers and students who valued these response aspects although they disagreed on some aspects. Independent samples Mann-Whitney U test showed that there was a significant difference between the teachers' and students' responses on Feed Up and Feed Back, Sig =.000. It is only in Feed Forward that there was no significant difference in responses as shown by a Sig of .072. The study therefore recommended that teachers should always have mechanisms in place to find out whether the students have understood teachers' feedback or not in order to assist learners accordingly as well as using such information on planning and developing useful teaching strategies. The schools administration should provide teachers with the necessary resources for them to be able to adequately and properly assist learners in the composition writing process.
TEACHER ORAL FEEDBACK IN THE WRITING CLASS OF EFL STUDENTS
It is essential for language learners to get feedback either from peers or teachers because feedback is helpful for students to achieve the target language. In writing class, it is common for teachers to give written feedback during the learning process, yet, the teachers’ written feedback are sometimes not well-understood by the students because the feedback are not further clarified by the teachers. We knew a teacher who has successfully to not just provide written feedback, but also oral feedback to her students’ writing essays in her English Beginners course at a university in Banda Aceh. Providing valuable feedback and building good relationship with each student in the writing class is important because these students can achieve better compared to those who do not receive any feedback from their teachers. Therefore, it is essential for us to understand how this teacher has meaningfully gave oral feedback to her students and how she sets forth the feedback because they are the key processes in her teaching. Accordingly, our paper presents the process of the oral feedback done by this teacher. The data were collected by an observation checklist and audio recording during the writing conference in which the oral feedback took place in the classroom. The results indicated that the teacher mostly focused on the explanation of the grammar errors conducted by her students in their writing and she also worked one-to-one with each student in which each of them had a chance to ask and clarify the mistakes or errors produced in his or her essay.
Teacher’s Ways of Working with Giving Feedback: Practices in Elt Classroom in Primary Schools
2014
In relation to assessment, giving feedback is considered a valuable form of input for students to enable them to improve. Feedback in the form of comments may have the purpose to indicate the correct or incorrect responses (Hattie & Timperley, 2007) or it may have other purposes, depending on what the teachers want to focus on with the feedback. Since feedback might be given for different purposes, it might also come in different formats. This means that different forms of feedback might be used for different purposes. The teachers’ ways of giving the feedback may be influenced by their beliefs about the feedback itself. This study aimes at investigating primary schoolteachers’ knowledge and beliefs about the English program in primary schools in Indonesia, focusing on their pedagogical knowledge and how it influences the way they give feedbacks and work with the feedbacks. The study reveals that All teachers believe that feedback is given for correction. This is why most of the tea...
European Journal of English Language Teaching
Educators and researchers interested in the development of second language learners’ writing skills place premium on how feedback is provided and the crucial role student attitudes play in determining the efficacy of feedback in the execution of L2 writing instruction. In line with this standpoint, the current study investigates the affective, behavioral, and cognitive dimensions of student dispositions towards written feedback in English composition classrooms in senior high schools in the Accra Metropolis in Ghana. The study was based on Eagly and Chaiken’s (1998) ABC model of attitude. Following a sequential explanatory design, 12 students each from the 5 major programs in each school were sampled from 2 each of Categories A, B, and C schools to respond to questionnaires. Afterward, 36 of these students were purposively sampled to take part in interviews. Statistical Package for the Social Sciences was used to analyze the quantitative data generating means and standard deviations...
ARAB WORLD ENGLISH JOURNAL, 2019
Recent research has shown that little attention has been paid to teachers' views regarding giving oral corrective feedback (Sepehrinia & Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University's teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert's scale was employed to measure three subscales: teachers' beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students' uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.