Zaki NEBILI Mohamed (2024) EFL Students’ Perceptions of Teachers’ Feedback in Lowering their Speaking Anxiety The Case of Second Year LMD Students of English at Souk-Ahras University. University of Souk Ahras
Scientific Publications
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Abstract
Abstract
The current study focuses on EFL students’ perceptions of teachers’ feedback in relation to their speaking anxiety in an English language learning environment at Souk-Ahras University. It aims to uncover the extent to which teachers’ feedback contributes to lowering speaking anxiety and examine students’ attitudes towards feedback in relation to their speaking anxiety. To achieve the aforementioned objectives, a mixed-methods approach is employed, combining quantitative data gathered through a questionnaire administered to 63 second-year English students and qualitative data collected from interviews with teachers. The research seeks to test the hypotheses which suggest that teachers’ feedback significantly contributes to lowering students’ speaking anxiety. In addition, students who perceive feedback as clear and helpful find it contributes to lowering their speaking anxiety. The findings present a mixed picture regarding the effectiveness of teacher feedback in reducing speaking anxiety. Additionally, while some students found feedback helpful, suggesting it can be a positive tool, limited exposure weakens its overall effect, which partially confirms our hypothesis. The study then concludes with recommendations and suggestions for both teachers and students in relation to effective feedback that can reduce speaking anxiety and promote language acquisition
The current study focuses on EFL students’ perceptions of teachers’ feedback in relation to their speaking anxiety in an English language learning environment at Souk-Ahras University. It aims to uncover the extent to which teachers’ feedback contributes to lowering speaking anxiety and examine students’ attitudes towards feedback in relation to their speaking anxiety. To achieve the aforementioned objectives, a mixed-methods approach is employed, combining quantitative data gathered through a questionnaire administered to 63 second-year English students and qualitative data collected from interviews with teachers. The research seeks to test the hypotheses which suggest that teachers’ feedback significantly contributes to lowering students’ speaking anxiety. In addition, students who perceive feedback as clear and helpful find it contributes to lowering their speaking anxiety. The findings present a mixed picture regarding the effectiveness of teacher feedback in reducing speaking anxiety. Additionally, while some students found feedback helpful, suggesting it can be a positive tool, limited exposure weakens its overall effect, which partially confirms our hypothesis. The study then concludes with recommendations and suggestions for both teachers and students in relation to effective feedback that can reduce speaking anxiety and promote language acquisition
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5049 |
| Date Deposited | 2024-07-03 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5049 |