Abstract
The aim of this study is to assess the practices and challenges of giving feedback and correction of English teachers
in grade ten speaking lessons. The study is conducted in Magic Carpet School. The research is a qualitative research
and is a descriptive survey study. Data were collected by means of teacher and student surveys, classroom
observations, and interview. The data were analyzed using percentage, frequency distribution and mean score. One
hundred Fifty students were taken using simple random sampling and comprehensible sampling is used for teachers’
interview. Observation has been made in four sections. For both teachers and students semi-structured questionnaire
was adopted. Thus, based on the information gathered through the above instruments and its results and discussion,
the findings of the study revealed that English teachers face problems that hindered them applying giving of feedback
and corrections for their students during speaking lessons. The most important reason for the failure to achieve the
intended effect of feedback and error correction provision, therefore, includes classroom size, students’ low
performance, lack of awareness and lack of access of teaching aids. This research shows the crucial role teachers
should play in determining types of feedback and correction techniques employed. Hence, based on the findings,
recommendations have been made to English teachers, students and the school personnel. As a result, teachers
should offer constant guidance and corrections on students’ oral presentation by creating suitable environment for
interaction and learning where students can feel relaxed and self confident. The students have to actively engage in
classroom interaction to develop their speaking skill in the target language. Similarly the school administrators have
to fulfill teaching aids for speaking lessons and should conduct constant follow ship
Reference
- Ellis (1992). Second Language Acquisition and Language Pedagogy.Great Britain by the Cromwell Press, Melkasham.
- Gessesse, T. (1999). The Effect of a Process of Approach to Teaching Reading on First Year Students at Kotebe College of Teachers Education. PhD Thesis.Unpublished. Addis Ababa. Addis Ababa University
- Hailom, B. (1998). Explorations in the Preparation of Pre-Service EFL Teachers: A Learning-Centered Approach. PhD Thesis.Unpublished. Addis Ababa. Addis Ababa University
- Harmer J (2001). The Practice of English Language Teaching. Harlow: Pearson Education Ltd
- Harmer J (2009). How to Teach English. London: Longman.
- Hedge T (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press
- Hughes R (2002). Teaching and Researching Speaking. New York: Pearson Education.
- Jack C (1992). Richards John Platt and Heidi Platt.
- Johnson KE (1995). Understanding Communication in Second Language Classroom. Cambridge: Cambridge University Press
- Johnson DW, Johnson RT, Holubec EJ, Roy P (1984) Circles of Learning: Cooperation in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development
- Johnson DW, Johnson RT, Smith KA (1991). Cooperative learning: Increasing college faculty instructional productivity Washington, DC: School of Education and Human Development.
- Kissock C, Iyortsuun P (1982). Guide to Questioning: Classroom Procedures for Teachers. London: MacMillan Press Ltd.
- Lakachew Mulat (2003). “Teachers‟ Attitude towards Communicative Language Teaching and Practical Problems in its Implementation.” (Unpublished M.A. Thesis). Addis Ababa: Addis Ababa University.
- Lindsay C, Knight P (2006). Learning and Teaching English, A Course for Teachers. Oxford: Oxford University Press
- Littlewood W (1981). „Communicative Language Teaching: An Introduction‟, Cambridge: CUP.
- Littlewood W (1999). Communicate Language Teaching. Cambridge: Cambridge University Press.
- Long M (1996). Input, Interaction, and Second Language Acquisition. Unpublished doctoral dissertation. Los Angeles: University of California.
- Luk JCM, Lin AMY (2007) Classroom Interactions as Cross-Cultural Encounters. Native speakers in EFL classrooms. Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Publishers
- Mackey A (2007). The Conversational Interaction in Second Language Acquisition. Oxford: Oxford University Press
- Naimat G (2011). Influence of Teacher Students Interaction on EFL Reading Comprehension. European Journal of Social Sciences 23(4): 672-687.
Endesew Eshetie (MA in TEFL)
University of Gondar College of Social Sciences and the Humanities Department of English Languages and Literature Gondar, Ethiopia
Received: 26-06-2018, Accepted: 03-08-2018, Published Online: 13-08-2018