Abstract
This study examines the perceptions of thirty-one Saudi female EFL student teachers of the importance of teacher feedback practices, along with their preferences for different types and delivery methods. The students were following the Analysis of EFL Curriculum course run by the College of Education at Taibah University, which has adapted the Project-Based-Learning (PBL) approach. Data was gathered by means of three 5-point Likert scale questionnaires. The results of the descriptive statistics revealed that the majority of the participants had moderate to high positive perceptions and preferences towards the different types and delivery methods of teacher feedback. In addition, they expressed a high level of satisfaction with the course in general. The results of the quantitative data revealed that the students also recognized the value of teacher feedback for their subsequent assignments and courses. Moreover, they highlighted the need for additional meetings between students and teachers to discuss feedback relating to assignments, tests, activities and/or projects. Likewise, the EFL student teachers expressed their desire for more written feedback on their work, along with further opportunities to ask questions, share information, and discuss issues with their teachers and peers. It was also notable that the majority of respondents valued the importance of teacher feedback as an effective and preferable complementary source of knowledge in EFL classrooms. Keywords: EFL student teachers, perceptions, preferences, satisfaction, teacher feedback
Highlights
Feedback forms a crucial aspect of language learning and teaching (Seker & Dincer, 2014)
In the questionnaire employed to gather the data, the participants were provided with the types and delivery methods of teacher feedback, along with an explanation of how this could be used in a classroom situation
The current study focused on serving as a first step in identifying the perceptions of Saudi female EFL student teachers towards firstly, the importance of teacher feedback practices and secondly, their preferences for different types and delivery methods during their course project
Summary
Feedback forms a crucial aspect of language learning and teaching (Seker & Dincer, 2014). It was defined by Narciss (2008) as being “all post-response information that is provided to a learner to inform [about] his or her actual state of learning or performance” (p.127). Dargusch and Davis (2015) added that feedback makes a broad contribution to the improvement of learning, as a result of the exchangeable roles of teachers and students, as well as the sharing of responsibilities. Petchprasert (2012) concluded that feedback supports both teachers and their students in meeting the goals set for courses, resulting in high levels of success. According to Rowe and Wood (2008), universities need to recognize feedback as an important component of: firstly, improving the ranking of learning and teaching and secondly, as an indicator of reaching the high standards set by the quality assurance system
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