Oral corrective feedback: use and impact on junior secondary level students
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019.
| 第一著者: | |
|---|---|
| その他の著者: | |
| 言語: | English |
| 出版事項: |
BRAC University
2019
|
| 主題: | |
| オンライン･アクセス: | http://hdl.handle.net/10361/12476 |
| id |
10361-12476 |
|---|---|
| record_format |
dspace |
| spelling |
10361-124762019-09-30T06:04:58Z Oral corrective feedback: use and impact on junior secondary level students Tasnuva, Samira Sanjana, Lubaba Department of English and Humanities, Brac University Oral Feedback Secondary level English language--Study and teaching This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019. Cataloged from PDF version of thesis Includes bibliographical references (pages 64-70). The study attempted to find out how junior secondary level English language teachers utilize their corrective feedback verbally in classroom settings. To fulfill that purpose, the research was conducted in 3 Bengali medium schools of Dhaka city. It tried to identify the types and the timing of oral corrective feedback that were used by English language teachers. Besides, it tried to find out the impact of oral corrective feedback on the performance of the students. In the study, 174 students and 6 English language teachers participated and two part survey questionnaires were used to get information from them. To collect research data, classrooms were observed too. The findings of the study revealed that junior secondary level English language teachers always corrected their students in class by mostly using ‘explicit correction’ and ‘recast’. ‘Meta-linguistic feedback’ was also utilized less frequently. Moreover, teachers mostly used ‘delayed feedback’ in terms of timing which meant they corrected the students at the end of their erroneous utterances. In the case of impact, the positive aspects of oral corrective feedback influenced students more than the negative ones. M.A. in English 2019-08-21T04:18:49Z 2019-08-21T04:18:49Z 2019-08 ID 17263007 http://hdl.handle.net/10361/12476 en Brac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 76 pages application/pdf BRAC University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Oral Feedback Secondary level English language--Study and teaching |
| spellingShingle |
Oral Feedback Secondary level English language--Study and teaching Tasnuva, Samira Oral corrective feedback: use and impact on junior secondary level students |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in English, 2019. |
| author2 |
Sanjana, Lubaba |
| author_facet |
Sanjana, Lubaba Tasnuva, Samira |
| author |
Tasnuva, Samira |
| author_sort |
Tasnuva, Samira |
| title |
Oral corrective feedback: use and impact on junior secondary level students |
| title_short |
Oral corrective feedback: use and impact on junior secondary level students |
| title_full |
Oral corrective feedback: use and impact on junior secondary level students |
| title_fullStr |
Oral corrective feedback: use and impact on junior secondary level students |
| title_full_unstemmed |
Oral corrective feedback: use and impact on junior secondary level students |
| title_sort |
oral corrective feedback: use and impact on junior secondary level students |
| publisher |
BRAC University |
| publishDate |
2019 |
| url |
http://hdl.handle.net/10361/12476 |
| work_keys_str_mv |
AT tasnuvasamira oralcorrectivefeedbackuseandimpactonjuniorsecondarylevelstudents |
| _version_ |
1814308807360118784 |