Exploring Pre-service Language Teachers⿿ Perceptions and Actual Practices of Giving Feedback in Micro-teaching

Abstract

Abstract Feedback has considerably been acknowledged as a significant component of language teaching. Although there are several studies on the effectiveness of giving feedback to pre-service language teachers to improve their teaching practices by their instructors or their peers, the actual feedback provided by them during their micro-teaching practices has not received adequate attention. Therefore, the aim is twofold: to investigate the perceptions of pre-service language teachers regarding their oral feedback providing practices during their micro-teaching implementations, and to carry out content analysis of their micro-teaching practices to determine the frequency and variety of the feedback provided by them during their micro-teaching practices. The study was carried out with 40 pre-service language teachers at Sakarya University. An open ended questionnaire with eight questions was employed in order to determine pre-service language teachers⿿ perceptions. For the actual practices, pre-service language teachers were asked to video record their micro-teachings, and two researchers watched them. The findings of the study have not been finalized yet. With the current study, similarities and differences between pre-service language teachers⿿ perceptions and their actual practices will be investigated.