Impact of Feedback Timing on Teaching Competence of Pre-Service English Teachers

Yoonhee Choe

doi:10.13189/ujer.2019.071233

Abstract

Various types of feedback provided to pre-service English teachers have been reported to enhance their teaching competence. Many previous studies have focused on the effects of feedback methods, including explicit and implicit feedback, but only a few studies have investigated the impact of feedback timing. Therefore, this study investigates the impact of feedback timing on pre-service English teachers' teaching competence. Forty-six pre-service English teachers participated in the study and were asked to perform microteaching twice. After the microteaching sessions, delayed and immediate feedback were given. After the feedback, survey and focus group interviews were conducted on a voluntary basis. The results showed that different pre-service English teachers differently perceived the impact of feedback timing on their teaching competence and their affective aspects such as anxiety and motivation. This study provides pedagogical implications for pre-service English teacher educators and program developers.

Highlights

Since a decade ago, global communication has become widely common, and education of English as a global language has been emphasized upon
Many studies on effective English education have been conducted. Most of these studies have been focused on enhancing English as a foreign language (EFL) or English as a second language (ESL) students’ language development, but relatively few studies have been focused on improving teachers’ English language proficiency and teaching competence (Choe, 2014; 2016; Abdulrasheed 2017)
The results of this study are similar to those reported in previous literature that explicit feedback is more effective than implicit feedback (Li, Zhu, & Ellis, 2016)

Summary

Introduction

Global communication has become widely common, and education of English as a global language has been emphasized upon. In English as a foreign language (EFL) countries such as Korea, China, Taiwan, and Japan, English education has been a primary educational concern (Jeon & Choe, 2018; Al Zoubi 2018). To address this concern, many studies on effective English education have been conducted. Many studies on effective English education have been conducted Most of these studies have been focused on enhancing EFL or English as a second language (ESL) students’ language development, but relatively few studies have been focused on improving teachers’ English language proficiency and teaching competence (Choe, 2014; 2016; Abdulrasheed 2017). In- and pre-service English teachers’ competence in instruction in English is very crucial

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Conclusion