Browsing by Author "Kassa Legesse"

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    Exploring Provision of Oral Feedback During Classroom Interaction in Efl Class: Focus On Grade Twelve in East Shewa Zone
    (Addis Ababa University, 2008-06) Kassa Legesse; Ayalew Elizabeth
    This paper aim s to review how foreign language teachers provide oral feedback to learners' errors . The main aim of t his study was to find out the types of errors are usually corrected and the kinds of oral feedback teachers provide for learners during classroom interaction .Over the last three decades, the role that the provision of oral feedback played in the foreign language learning has been highly a controversial issue. In the field of foreign language learning, however, there growing consensus amongthe majority of the researchers concerning the significance of error correction. Although the facilitative role of the provision of oral feedback for leamers'en'or has an empirical support, th e claim s regarding its impact on foreign language learning has ye t to be fully or decisively substantiated .In order to move this line of the research forward , it is important to examine the issue from the foreign language teaching literature. Hawas Preparatory Government School grade twelve English language teachers were the target of the study. As the number of the subjects is small all grade twelve English language teachers were included in the study. To achieve the objectives set, necessary data were collected thro ugh classroom observation ,questionnaire and interview The study showed that majority of the teachers found oral feedback as an important tool to help leamers to achieve a higher proficiency in foreign language . The investigation indicated that teachers choose to give different kinds of oral feedback in different occasion explicitly or implicitly. The intention of this study has also been to determine what kind s of oral feedback enhance or undermines the chance for learners uptake . The subjects have , among several factors stressed the importance of se lf correction, implicit and delayed feedback as a means of building learners confidence and to fee l comfortable in learning the foreign language at large.