The objective of this study was to investigate teachers’ feedback provision behaviour and students’ involvement in EFL classes in Higher Education Institutions at Wolkite University in Ethiopia. The study was a descriptive case study with a mixed methods approach, but mainly qualitative. Data were collected through classroom observations, interviews and questionnaires. The participants of the study were English language teachers and first-year students of Wolkite University. A simple random sampling technique was used to select and observe seven teachers. Each class was observed twice. A purposive sampling technique was also employed to select the seven sample teachers for interviews. Besides, 31 EFL teachers, who were selected purposefully, filled in the questionnaire. Furthermore, 230 students were taken from the target classes through a stratified sampling technique. Of these, fourteen students (i.e., two students from each observed class) who were randomly chosen were interviewed face-to-face. The findings were analysed qualitatively and quantitatively. The qualitative data were analysed using open Code 4.02 and corpus analysis toolkit (AntConc) software programs, and for the quantitative data, percentages were used. Hence, the findings indicated that EFL teachers’ recast frequently in the form of implicit corrective feedback, and learners were not able to comprehend that errors were committed and then repaired by their teachers. Lastly, it was found that teachers dominated students’ feedback/correction behaviour. Therefore, findings of the study suggest that curriculum designers, language experts, researchers and teacher training programs should give due emphasis to teachers’ on feedback provision behvaiours in EFL class alongside the pedagogic activities of students’ oral practise. Moreover, teachers should be sensitive enough to know when to intervene and provide scaffolding, and teacher training colleges and/or universities should give training on how to provide feedback for learners.
| Published in | English Language, Literature & Culture (Volume 7, Issue 3) |
| DOI | 10.11648/j.ellc.20220703.11 |
| Page(s) | 66-76 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Scaffolding, Recast, Explicit and Implicit Feedback
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APA Style
Esubalew Getenet. (2022). Teachers’ Feedback Provision Behaviour and Students’ Involvement in EFL Classes in Higher Education Institutions at Wolkite University, Ethiopia. English Language, Literature & Culture, 7(3), 66-76. https://doi.org/10.11648/j.ellc.20220703.11
ACS Style
Esubalew Getenet. Teachers’ Feedback Provision Behaviour and Students’ Involvement in EFL Classes in Higher Education Institutions at Wolkite University, Ethiopia. Engl. Lang. Lit. Cult. 2022, 7(3), 66-76. doi: 10.11648/j.ellc.20220703.11
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Download@article{10.11648/j.ellc.20220703.11,
author = {Esubalew Getenet},
title = {Teachers’ Feedback Provision Behaviour and Students’ Involvement in EFL Classes in Higher Education Institutions at Wolkite University, Ethiopia},
journal = {English Language, Literature & Culture},
volume = {7},
number = {3},
pages = {66-76},
doi = {10.11648/j.ellc.20220703.11},
url = {https://doi.org/10.11648/j.ellc.20220703.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20220703.11},
abstract = {The objective of this study was to investigate teachers’ feedback provision behaviour and students’ involvement in EFL classes in Higher Education Institutions at Wolkite University in Ethiopia. The study was a descriptive case study with a mixed methods approach, but mainly qualitative. Data were collected through classroom observations, interviews and questionnaires. The participants of the study were English language teachers and first-year students of Wolkite University. A simple random sampling technique was used to select and observe seven teachers. Each class was observed twice. A purposive sampling technique was also employed to select the seven sample teachers for interviews. Besides, 31 EFL teachers, who were selected purposefully, filled in the questionnaire. Furthermore, 230 students were taken from the target classes through a stratified sampling technique. Of these, fourteen students (i.e., two students from each observed class) who were randomly chosen were interviewed face-to-face. The findings were analysed qualitatively and quantitatively. The qualitative data were analysed using open Code 4.02 and corpus analysis toolkit (AntConc) software programs, and for the quantitative data, percentages were used. Hence, the findings indicated that EFL teachers’ recast frequently in the form of implicit corrective feedback, and learners were not able to comprehend that errors were committed and then repaired by their teachers. Lastly, it was found that teachers dominated students’ feedback/correction behaviour. Therefore, findings of the study suggest that curriculum designers, language experts, researchers and teacher training programs should give due emphasis to teachers’ on feedback provision behvaiours in EFL class alongside the pedagogic activities of students’ oral practise. Moreover, teachers should be sensitive enough to know when to intervene and provide scaffolding, and teacher training colleges and/or universities should give training on how to provide feedback for learners.},
year = {2022}
}
TY - JOUR T1 - Teachers’ Feedback Provision Behaviour and Students’ Involvement in EFL Classes in Higher Education Institutions at Wolkite University, Ethiopia AU - Esubalew Getenet Y1 - 2022/07/26 PY - 2022 N1 - https://doi.org/10.11648/j.ellc.20220703.11 DO - 10.11648/j.ellc.20220703.11 T2 - English Language, Literature & Culture JF - English Language, Literature & Culture JO - English Language, Literature & Culture SP - 66 EP - 76 PB - Science Publishing Group SN - 2575-2413 UR - https://doi.org/10.11648/j.ellc.20220703.11 AB - The objective of this study was to investigate teachers’ feedback provision behaviour and students’ involvement in EFL classes in Higher Education Institutions at Wolkite University in Ethiopia. The study was a descriptive case study with a mixed methods approach, but mainly qualitative. Data were collected through classroom observations, interviews and questionnaires. The participants of the study were English language teachers and first-year students of Wolkite University. A simple random sampling technique was used to select and observe seven teachers. Each class was observed twice. A purposive sampling technique was also employed to select the seven sample teachers for interviews. Besides, 31 EFL teachers, who were selected purposefully, filled in the questionnaire. Furthermore, 230 students were taken from the target classes through a stratified sampling technique. Of these, fourteen students (i.e., two students from each observed class) who were randomly chosen were interviewed face-to-face. The findings were analysed qualitatively and quantitatively. The qualitative data were analysed using open Code 4.02 and corpus analysis toolkit (AntConc) software programs, and for the quantitative data, percentages were used. Hence, the findings indicated that EFL teachers’ recast frequently in the form of implicit corrective feedback, and learners were not able to comprehend that errors were committed and then repaired by their teachers. Lastly, it was found that teachers dominated students’ feedback/correction behaviour. Therefore, findings of the study suggest that curriculum designers, language experts, researchers and teacher training programs should give due emphasis to teachers’ on feedback provision behvaiours in EFL class alongside the pedagogic activities of students’ oral practise. Moreover, teachers should be sensitive enough to know when to intervene and provide scaffolding, and teacher training colleges and/or universities should give training on how to provide feedback for learners. VL - 7 IS - 3 ER -
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