Providing Effective Feedback to EFL Student Teachers

Autor/inn/en	Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed
Titel	Providing Effective Feedback to EFL Student Teachers
Quelle	In: Higher Education Studies, 3 (2013) 3, S.21-35 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Feedback (Response); Student Teachers; Mentors; Student Attitudes; Teacher Attitudes; Qualitative Research; Statistical Analysis; Questionnaires; Instructional Effectiveness; Student Surveys; Practicums; Oman + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Lehrerverhalten; Qualitative Forschung; Statistische Analyse; Fragebogen; Unterrichtserfolg; Schülerbefragung; Practicum; Praktikum; Praktika
Abstract	Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do student teachers receive in their practicum? 2) What are the student teachers' and mentors' views of feedback on the practicum? 3) What type of practicum feedback is more effective, oral or written? This study also aims to offer practical ideas that would empower both student teachers and supervisors in improving the practice of giving and receiving feedback in practicum. The data was analyzed quantitatively and qualitatively. The statistical approach that is adopted in the questionnaire depends on frequency and percentage. The item of high frequency and percentage reflects the most significant, required answers for the three study questions. The findings indicated that student teachers and their mentors perceived their feedback practices on practicum positively; however the student teachers believed that both types of feedback are important to them but they are in favour of written feedback more than oral one. The study offered some pedagogical implications and recommendations with regard to feedback on practicum. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01