Rayane TERRAB (2024) EFL Learners\' Perceptions of Feedback Types on Oral Tasks: Corrective Feedback vs. Praise. The Case of First-Year Bachelor Students of English at the University of Souk-Ahras.. University of Souk Ahras
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Abstract
Abstract
The present study investigates EFL students\' perceptions of corrective feedback versus praise feedback on oral tasks and their relative effectiveness in enhancing speaking proficiency. It aims to explore how first-year EFL learners at Mohamed-Cherif Messaadia University perceive each feedback type and identify which approach they believe benefits their speaking development more. To achieve these objectives, an exploratory mixed-methods research design involving classroom observation and a students\' questionnaire is employed. The study incorporates two research instruments: classroom observation to examine the implementation of corrective and praise feedback during oral activities and a questionnaire to gather students\' perceptions and beliefs about the two feedback approaches. The target population consists of 60 first-year EFL learners randomly selected from the entire population. The obtained findings revealed that while both corrective feedback and praise feedback play essential roles in enhancing EFL learners\' speaking proficiency, students overwhelmingly perceived praise feedback more positively for its ability to boost confidence, motivation, and active participation in oral tasks. Corrective feedback was acknowledged for its practicality in addressing linguistic inaccuracies. However, praise feedback was viewed as a powerful motivational tool fostering a supportive learning environment conducive to risk-taking and skill development. Based on these results, our hypotheses are confirmed. To this end, several accentuated recommendations are provided for a balanced approach integrating corrective and praise feedback strategies.
The present study investigates EFL students\' perceptions of corrective feedback versus praise feedback on oral tasks and their relative effectiveness in enhancing speaking proficiency. It aims to explore how first-year EFL learners at Mohamed-Cherif Messaadia University perceive each feedback type and identify which approach they believe benefits their speaking development more. To achieve these objectives, an exploratory mixed-methods research design involving classroom observation and a students\' questionnaire is employed. The study incorporates two research instruments: classroom observation to examine the implementation of corrective and praise feedback during oral activities and a questionnaire to gather students\' perceptions and beliefs about the two feedback approaches. The target population consists of 60 first-year EFL learners randomly selected from the entire population. The obtained findings revealed that while both corrective feedback and praise feedback play essential roles in enhancing EFL learners\' speaking proficiency, students overwhelmingly perceived praise feedback more positively for its ability to boost confidence, motivation, and active participation in oral tasks. Corrective feedback was acknowledged for its practicality in addressing linguistic inaccuracies. However, praise feedback was viewed as a powerful motivational tool fostering a supportive learning environment conducive to risk-taking and skill development. Based on these results, our hypotheses are confirmed. To this end, several accentuated recommendations are provided for a balanced approach integrating corrective and praise feedback strategies.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5056 |
| Date Deposited | 2024-07-04 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5056 |