Abstract
Teacher’s positive feedback in the form of immediate succinct response is an indispensable motivational factor crucial to students’ oral production and classroom participation. The present study was intended to assess the range and authenticity of teacher responses used by a number of Russian teachers of English in everyday classroom interactions. The study adopted theCorpus Approachas a reference tool to verify the research data against a Corpus-driven evidence that isto examine and assess the authenticity of the most frequent responses given by the study participants (21 practising EFL teachers working in Orel, Russia, most of whom are graduates of Orel State University, andwhose teaching experience ranges from 11 to 25 years). The results indicated that the phrases the teachers used in the classroom differed from those native speakers use in similar authentic environment. The analysis revealed that the teachers did not resort to clear and concise positive reinforcement often enough to stimulate the students’ engagement. In addition, a finite list of highly authentic TRs was recommended for more frequent use in ordinary EFL classrooms and among would-be English teachers. Overall, both teachers in the field and trainee teachers need to be more informed on how and in what particular way to encourage their students’ classroom participation.
Highlights
Positive Feedback in English as A Foreign Language (EFL) ClassroomFeedback is one of the essential elements of both learning and teaching. Ur (2009) defines feedback as “information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance” (p.242).The topic of feedback provision has gained considerable attention recently
The present study aims to assess the authenticity of immediate positive feedback provided by Russian Non-Native English Speaking Teachers (NNESTs) in EFL classroom implementing corpus-based approach
The major purpose of this study was to examine a number of NNESTs’ use of oral encouragement in the classroom, to find out how many and what teacher responses (TRs) are most frequent among EFL teachers in Orel, Russia, and whether their preferred forms of oral encouragement represent actual patterns of language use in natural texts typically produced by native English speakers
Summary
Positive Feedback in EFL ClassroomFeedback is one of the essential elements of both learning and teaching. Ur (2009) defines feedback as “information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance” (p.242).The topic of feedback provision has gained considerable attention recently. Feedback is one of the essential elements of both learning and teaching. Ur (2009) defines feedback as “information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance” (p.242). Scholars all agree that teacher’s feedback influences teaching and learning. It has been empirically identified as being among the most important instructional practices for improving student learning (Gentrup, Lorenz, Kristen, & Kogan, 2020). The classroom feedback discourse is seen an important part of classroom interactive discourse (Liu, Liu, & Zhang, 2021), and the analysis of its pragmatic functions can help provide guidance for EFL teachers on how to increase classroom interactivity
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