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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/3704
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| Title: | CLASSROOM FEEDBACK BEHAVIOUR OF GRADE ELEVEN ENGLISH TEACHERS |
| Authors: | WONDWOSEN, TAMRAT |
| Advisors: | Dr. H.B. Hicks |
| Keywords: | CLASSROOM YEEDEACK
BEHAVIOUR |
| Copyright: | Jun-1992 |
| Date Added: | 7-Nov-2012 |
| Abstract: | This present study was primarily undertaken to investigate
the feedback behaviour of Grade Eleven English teachers.
It is specifically made to find out how much of the class time
is spent on the provision of feedback, what types of
feedback Grade Eleven English teachers use and to see
there exists a regular pattern in the reactions. of teachers.
Eight experienced English teachers were .elected fro& the
twenty-four government highschools in Addis Ababa. A system
of analysis which identifies forty-three elements of 10si tive"
Negative and Miscellaneous Feedback was developed.
The study has shown that teachers on average spend
Z9.2% of the class_time on the provision of feedback. The
research has also identified 539 occurrences of Positive
Feedback and 336 of Negative Feedback. The most frequently
used types of Positive Feedback were Slmp1e Praise Confu.ation
and Positive Repetition. However, teachers showed much
agreement between themselves in the use of Positive
Explanation and Several Answers Solicitation without Clues.
Among the various types of Negative Feedback teachers ~os~
frequently used Interruption, Simple Reproof Denial and Loop;
and they showed much agreement in the vae of Bepetlt1Dn with
no chen.ge.
The success ratio computed for some of the eost frequently
used types of Negative Feedback showed that the use of
categories like Question 3, Clues, prompt and explanation
bears success in eliciting correct responses.
Based on the findings of the study it is emphaticall.y
recommended that teachers need to reflect on their behaviour
.in order to promote imptri)Vementon their current practices. |
| URI: | http://hdl.handle.net/123456789/3704 |
| Appears in: | Thesis - Teaching English as a Foreign Language
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