A comparative study of a student teacher's and an experienced teacher's corrective feedback in EFL classes (in Mainland China's case)

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A comparative study of a student teacher's and an experienced teacher's corrective feedback in EFL classes (in Mainland China's case)

 

Author: Jiang, Yue
Title: A comparative study of a student teacher's and an experienced teacher's corrective feedback in EFL classes (in Mainland China's case)
Degree: M.A.
Year: 2013
Subject: English language -- Study and teaching
Interaction analysis in education.
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of English
Pages: vi, 57 pages
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2687633
URI: http://theses.lib.polyu.edu.hk/handle/200/7673
Abstract: Teachers' CF in EFL classes is not only the correction and evaluation to students' language learning, stimulating learners improve their language accuracy and competence in the class, but also the reflection of teachers' teaching competence, which implies that the teacher's CF, related to teaching abilities, will directly influence students' learning effect and even the quality of the whole class. Recent research has proved that the teacher's teaching experience is the major factor that influences teacher's teaching competence, leading teachers to make different choices when they provide CF in the class, such as the CF types, CF timing and CF strategies. More important, teacher's CF has a significant impact on learners' learning effect in terms of the language accuracy and learning autonomy. Considering above, this classroom-based project has observed two teaching videos collected from one student-teacher and one experienced teacher respectively in a particular middle school of Guangdong Province. Through comparing their choices of CF types, CF timing and CF strategies, this study has present the differences of the student-teacher's CF and the experienced teacher's CF. Also, students' response to the teachers' CF has been examined to inspect the effectiveness of teachers' CF. In conclusion, this study offers some possible applications of the research findings to improve the current teaching practice for student-teachers.

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