Amina DJELLABI (2023) Investigating the Relationship between the Students’ Oral Performance and Teacher’s Feedback Case Third year LMD Students of EFL at Mohammed Cherif Messaadia University Souk Ahras. University of Souk Ahras
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Abstract
ABSTRACT
The current study aims to investigate the relationship between the students’ oral performance and the teachers’ feedback in the Department of English language at Mohammed Cherif Messaadia University, in souk Ahras. To test the main hypothesis that suggests the possibility of improving the students’ oral performance by providing them with effective and constructive feedback, exploratory and co-relational research used a mixed method to collect data quantitatively and qualitatively through the use of two main instruments; a questionnaire consists of 17 questions which were administered to n52 students who were selected randomly from N87 third year bachelor students of EFL, Department of English, University of Souk Ahras, while the interview was conducted with five EFL teachers of oral expression and comprehension who were selected intentionally. The gathered data have illustrated that feedback is an important and helpful technique for the students’ oral performance, since it enables students to determine and evaluate their strengths and weaknesses especially if teachers provide it constructively and positively. However, interrupting students during their speaking or providing feedback in a way that hinders their motivation and self-confidence will affect their level of speaking. Eventually, the results of our investigation indicate that both EFL teachers and students are required to be aware of the great value of feedback as a teaching tool that plays an essential role in teaching and learning processes.
The current study aims to investigate the relationship between the students’ oral performance and the teachers’ feedback in the Department of English language at Mohammed Cherif Messaadia University, in souk Ahras. To test the main hypothesis that suggests the possibility of improving the students’ oral performance by providing them with effective and constructive feedback, exploratory and co-relational research used a mixed method to collect data quantitatively and qualitatively through the use of two main instruments; a questionnaire consists of 17 questions which were administered to n52 students who were selected randomly from N87 third year bachelor students of EFL, Department of English, University of Souk Ahras, while the interview was conducted with five EFL teachers of oral expression and comprehension who were selected intentionally. The gathered data have illustrated that feedback is an important and helpful technique for the students’ oral performance, since it enables students to determine and evaluate their strengths and weaknesses especially if teachers provide it constructively and positively. However, interrupting students during their speaking or providing feedback in a way that hinders their motivation and self-confidence will affect their level of speaking. Eventually, the results of our investigation indicate that both EFL teachers and students are required to be aware of the great value of feedback as a teaching tool that plays an essential role in teaching and learning processes.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 4599 |
| Date Deposited | 2023-11-21 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/4599 |