EFL Learners’ and Teachers Perceptions of the Impact of Positive and Motivational Feedback during Role Play: The Case of First-Year Learners at Zamoum Mouhamed Secondary School in Boghni
| dc.contributor.author | Chabane Madouda | |
| dc.date.accessioned | 2025-12-01T12:21:39Z | |
| dc.date.available | 2025-12-01T12:21:39Z | |
| dc.date.issued | 2025-07-02 | |
| dc.description | 89p. : Ill. en coul. ; (+CD-Rom) | |
| dc.description.abstract | This dissertation aims at exploring the key instructional strategy that teachers use in their English as a foreign language teaching process, which is motivational feedback. In more precise terms, this study seeks to examine teachers’perceptions and first-year secondary school learners’attitudes towards the impacts of positive and motivational feedback on learning English process, espacailly during role play activities.It is also to identify whether the teachers of secondary school provide positive and motivational feedback in an appropriate manner, and whether the learners make use of the feedback in their classroom activities. This research is conducted in “Zamoum Mohammed” secondary school in Boghni.To reach the results, we have relied on two theoretical foundations: Ellis and Tod’s (2014) theory which demonstrates the effective use of feedback and Frey’s and Fisher’s (2011) one about the characteristics of feedback.To collect data for this study, a mixed-methods approach has been adopted through using two data collection instruments: a questionnaire that has been distributed randomly to (42) of first year learners, and a structured written interview has been conducted with (3) teachers of English.In terms of data analysis, the close-ended questionnaire items' numerical data are analyzed using Descriptive Statistical method, whereas and the interview and the open-ended questions' findings are interpreted using qualitative content analysis (QCA). According to the results obtained, motivational feedback is is a helpful method in improving learners’ motivation which plays an important role in stimulating their English language development. Moreover, the results further indicate that incorporating motivational feedback into role-play establish a supportive learning environment, which ultimately enhances learners’ active involvement in the learning process. Finally, the teachers apply the appropriate strategies such as, providing specific, understandable, actionable and timely feedback to support learners' learning progress. | |
| dc.identifier.citation | Didactics of Foreign Languages | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/29264 | |
| dc.language.iso | en | |
| dc.publisher | Université Mouloud Mammeri Tizi Ouzou | |
| dc.subject | role play activities | |
| dc.subject | positive feedback | |
| dc.subject | motivational feedback | |
| dc.subject | EFL classes | |
| dc.subject | EFL Learners | |
| dc.subject | motivation | |
| dc.subject | participation | |
| dc.subject | self-confidence | |
| dc.title | EFL Learners’ and Teachers Perceptions of the Impact of Positive and Motivational Feedback during Role Play: The Case of First-Year Learners at Zamoum Mouhamed Secondary School in Boghni | |
| dc.type | Thesis |