Classroom Feedback Behavior of Grade Eleven English Teachers
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Date
1992-06
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Addis Ababa University
Abstract
The present study was primarily undertaken to investigate
the feedback behaviour of Grade Eleven English teachers.
It was. specifically made to find out how much of the class-
1:1/1\e is spent on the prov ision of feedback, what types of
feedback Grade Eleven English teachers use and to see if
there exists a regular pattern in the reactions. of teachers.
Eight eXperienced English teachers were selected from the
twenty-four government highschools in Addis Ababa. A system
of analysis which identifies forty-three elements of l?ositive~
Negative and Miscellaneous Feedback was developed.
The study has shown that teachers on average spend
29.2% of the class~tLne 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 Simple Praise Confir~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 most
frequently used Interruption, Simple Reproof Denial and Loop;
and they showed much agreement in the uae of Repet1tinn with
no change.
The success ratio computed for some of the most frequently
used types of Negative Feedback showed that the use of
categories like Question 3, Clues, prompt and explanation
bears success in eilci ting correct responses.
Based on the findings of the study it is emphatically
recolIllIlended that teachers need to reflect on their behaviour
·in order to promote imp~ve~ent on their current practices.
Description
Keywords
Classroom Feedback Behavior