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All Journal Jurnal Paedagogy JOLLT Journal of Languages and Language Teaching
Lemma, Befikadu
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Types and Nature of Oral Feedback Given by Teachers on Students’ Speech Lemma, Befikadu
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8269

Abstract

Classroom oral feedback helps students to improve their English language performance. The purpose of this study is to examine English language teachers' attitudes toward different types and methods of providing feedback on students' speech during English classes. To achieve this objective, eight speaking lessons for tenth-grade students at Mieraf Primary and secondary school were recorded. Transcriptions were made from these recorded lessons, specifically focusing on classroom exchanges involving teacher initiation, learners' responses, and teacher feedback. The feedback types utilized in the recorded lessons were based on the models proposed by Zahorik (1970) and Chaudron (1977). Furthermore, the frequency of each feedback type found in the recorded lessons was determined and analyzed. In addition to the transcriptions and analysis, questionnaires were administered to four English teachers who taught in the five sections. These teachers were also interviewed to gather their perspectives. The data collected from the questionnaires and interviews were analyzed both quantitatively and qualitatively. The findings revealed that the teachers frequently employed the elaborate praise type of feedback. Moreover, the majority of students expressed positive attitudes toward the feedback they received from their teachers regarding their speech. However, it was noted that a significant number of students expressed the need for feedback from their peers, but only if their teachers provided guidance on how to provide constructive comments to one another. Based on the results, it is recommended that students should be informed about the role of peer feedback in improving their speech. Additionally, teachers should create opportunities for students to enhance their speech skills independently and encourage them to receive feedback from their peers.
EFL Teachers’ Views about The Application of Collaborative Learning at Addis Ababa Science and Technology University, Ethiopia Lemma, Befikadu
Jurnal Paedagogy Vol. 11 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i1.8686

Abstract

This study aims to investigate teachers’ views about the implementation of collaborative learning in English classes. Collaborative learning helps students to improve their English language performance. The data was collected through observation, questionnaires, and interview. The quantitative data were analyzed using percentage and frequency. Theme analysis technique was used to analyze the qualitative data. The result of the study indicated that most EFL teachers widely implement students’ collaborative learning, but the type of collaborative learning they are implementing is not collaborative group learning. Most of the teachers simply make their students to sit side by side to talk with each other as they do their individual assignments, and some teachers assign a task to groups.  Then, one or two of the group members do the work and the other group members get equal credit. Although each of these is important in collaborative learning, they do not qualify collaborative learning rather traditional group learning. The data obtained from teachers’ interview revealed that teachers widely implement both informal and base group collaborative learning since most of the teachers allow their students to work collaborative from few minutes to a class period and most of the groups (‘Net works’) formed are with stable membership for the semester. In addition to this, some teachers were not playing their roles as they are expected. Teachers and other concerned bodies ought to deliver sorts of orientations to the students about the importance of collaborative learning to maximize their views before implementing collaborative learning.
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