The Role of Oral Feedback in Enhancing Classroom Interaction: The Case of Second-Year Pupils of Halliche Houcine Middle School of Tizi- Ouzou
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi –Ouzou
Abstract
The primary focus of the current study is about the crucial factor that teachers use in their teaching
process. It is one of the most important elements in teaching English as a foreign language, which is
oral feedback. Thus, this research attempts to determine whether EFL teachers of Halliche Houcine
Middle School provide Oral Feedback to their learners. It is carried out in Halliche Houcine Middle
School in Tizi-Ouzou relying on Brookhat’s theory (2008) which demonstrates the four strategies of
feedback. In fact, this investigation is based on the mixed- methods approach for both data collection
and data analysis. Thus, three distinct research instruments are adopted: Thirty (30) questionnaires
are given to Second-Year pupils, two (2) written interviews for teachers of English, and a classroom
observation that has been conducted during English classes. Concerning the data analysis, the
quantitative data are interpreted through the use of Descriptive Statistical method, whereas the
qualitative data are analyzed through Qualitative Content Analysis. According to the findings
obtained, it is concluded that oral feedback is a powerful tool, which plays a significant role in
language teaching and learning where EFL teachers of Halliche Houcine Middle School provide it to
their pupils in order to encourage them to communicate and interact in class. Additionally, the results
unveil that both teachers and pupils of Halliche Houcine Middle School take into consideration
classroom interaction and oral feedback.
Description
49p. : Ill. en coul. ; 30cm. (+CD-Rom)
Keywords
Classroom Interaction, EFL classes, Learners, Oral feedback, Teachers
Citation
Didactics of Foreign Languages