The role of teacher's corrective feedback in enhancing efl students' spoken performance / Mouna Benbekhma 

Public ISBD Titre : The role of teacher's corrective feedback in enhancing efl students' spoken performance : Case study of the second year english students at u.m.c Type de document : texte imprimé Auteurs : Mouna Benbekhma, Auteur ; Malika Hammami, Auteur ; Sabrine Mertani, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 92 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies.  Error correction  corrective feedback  feedback  speaking skills  errors  uptake. Index. décimale : 420 Langue anglaise Résumé : The aim of this dissertation is to demonstrate in a closer picture the problem that most EFL students at frères Mentouri University, Constantine are facing when they speak. It is designed to focus on exploring the role of teacher’s error correction and the significance of conducting it carefully in EFL classrooms. It also targets at developing teachersand students’ awareness about the role of error correction inside the classroom by exploring how teachers’ correction procedures can encourage students to perform better and enhance their spoken performance. Our study is a descriptive one; it relies on quantitative research method.In order to investigate the validity of our hypothesis "teacher’s error correction does affect student’s spoken performance", we distributed two questionnaires; one for second year EFL students and the other one for teachers of oral expression at frères Mentouri, university of Constantine. The results obtained from these questionnaires revealed the importance of speaking skill to teachers and students who agreed that students’ spoken errors should be treated. It shows that both teachers and students acknowledged the role of error correction in promoting students’ spoken performance because it helps them to realize where their deficiency is. The results also show that teachers and students hold different opinions about timing, methods of error correction as well as types of errors that need to be corrected. Finally, we deduce that most students recognize and prefer teacher’s correction because it is more reliable since the teacher is the guide and s/he is more proficient about errors and their correction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6900 The role of teacher's corrective feedback in enhancing efl students' spoken performance : Case study of the second year english students at u.m.c [texte imprimé] / Mouna Benbekhma, Auteur ; Malika Hammami, Auteur ; Sabrine Mertani, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 92 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Applied Language Studies.  Error correction  corrective feedback  feedback  speaking skills  errors  uptake. Index. décimale : 420 Langue anglaise Résumé : The aim of this dissertation is to demonstrate in a closer picture the problem that most EFL students at frères Mentouri University, Constantine are facing when they speak. It is designed to focus on exploring the role of teacher’s error correction and the significance of conducting it carefully in EFL classrooms. It also targets at developing teachersand students’ awareness about the role of error correction inside the classroom by exploring how teachers’ correction procedures can encourage students to perform better and enhance their spoken performance. Our study is a descriptive one; it relies on quantitative research method.In order to investigate the validity of our hypothesis "teacher’s error correction does affect student’s spoken performance", we distributed two questionnaires; one for second year EFL students and the other one for teachers of oral expression at frères Mentouri, university of Constantine. The results obtained from these questionnaires revealed the importance of speaking skill to teachers and students who agreed that students’ spoken errors should be treated. It shows that both teachers and students acknowledged the role of error correction in promoting students’ spoken performance because it helps them to realize where their deficiency is. The results also show that teachers and students hold different opinions about timing, methods of error correction as well as types of errors that need to be corrected. Finally, we deduce that most students recognize and prefer teacher’s correction because it is more reliable since the teacher is the guide and s/he is more proficient about errors and their correction Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6900

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