EFL TEACHERS’ ORAL CORRECTIVE FEEDBACK PROVISION PRACTICES AND LEARNERS’ FEEDBACK PEFERENCES: GRADE TWELVE CLASSES IN FOCUS

Eyerusalem Eyayu

dc.contributor.author	Eyerusalem Eyayu
dc.date.accessioned	2021-08-11T07:34:41Z
dc.date.available	2021-08-11T07:34:41Z
dc.date.issued	2021-08-11
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/12360
dc.description.abstract	This descriptive study examined the EFL teachers’ OCF provision practices, students’ OCF preferences and the match/mismatch of teachers’ OCF practices and students OCF preferences. Consequently, audio-video recordings, an interview and a questionnaire were used to collect data for the study. The participants who filled the questionnaire and who were interviewed were selected with simple random sampling- lottery method. The audio-video recordings were also conducted with those volunteered teachers and whose class schedules were convenient for the research to conduct the observations. The study was informed by insights gained from Thurlings, et al. (2013:4) meta-cognitive and social construction theory. The extracts of the interviews and audio-video recordings were analyzed on the basis of the emerged core theme and sub-themes to study the OCF provision of teachers. The questionnaire data was analyzed using dependent sample t-test. The resulting descriptive statistics was used to decide whether the participants’ OCF preferences were above the test value, i.e., 3.0 and statistically significant. The findings drawn from the extracts of the observations and interview illustrated that the teachers’ OCF provision practices were inconclusive and they did not provide their students with linguistically rich OCF strategies. Moreover, the findings drawn from the descriptive statistics (mean score and p-values) showed that students’ preferred their teachers to use both implicit and explicit types. Importantly, it was found out that the teachers’ OCF provision was being practiced without considering the participants’ diversified OCF preferences. In contradiction to the model given, the findings showed that the teacher’ practices were not aligned with the inclusive findings drawn from the OCF preference questionnaire. A gap was reported between teachers OCF practice and OCF preferences. On the basis of the major findings drawn from both sources of data, relevant recommendations were also made	en_US
dc.language.iso	en_US	en_US
dc.subject	English	en_US
dc.title	EFL TEACHERS’ ORAL CORRECTIVE FEEDBACK PROVISION PRACTICES AND LEARNERS’ FEEDBACK PEFERENCES: GRADE TWELVE CLASSES IN FOCUS	en_US
dc.type	Thesis	en_US