The Practices and Challenges of Feedback Provision and Error Correction in Teaching Speaking Skills: the Case of Bishoftu and Dukem Preparatory Schools
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Date
2011-05
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Addis Ababa University
Abstract
The aim of this study is to investigate the practices and challenges of feedback
and correction provision of English teachers in grade eleven speaking sessions.
The study is conducted in Bishoflu PreparatOlY School and Oda Nebe High
School. The research is a descriptive survey study. Data were collected by means
of teacher and student- surveys, classroom observations, and interview. The data
were analyzed using percentage, Fequency distribution and mean score. For
students questionnaire j 41 students were sampled using simple random sampling
and purposeful sampling was used for students' interview and comprehensible
sampling is used for teachers' interview. Observation is made based on quota
sampling then simple random sampling was used to select the four sections
observed. For both teachers and students semi-structured questionnaire is
adopted. The data analysis revealed that English teachers face some problems
that hindered them Fom applying effective feedback and correction methods. The
most significant reason for the failure to achieve the intended ej}ect of feedback
and error correction proviSion includes classroom size, students' low
peljormance, lack of awareness etc. Teachers mostly give feedback and
corrections using their intuition. Finally, the paper pulls together suggestions
Fom literature on how to organize and provide feedback and correction. The
paper shows the crucial role teachers play in determining types of feedback and
correction and its timing. The results of the study implies that teachers should
offer consistent guidance and support on speaking tasks and systematically
employ appropriate feedback and correction types and techniques
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Keywords
The Case of Bishoftu and Dukem Preparatory Schools