| Titre : | Exploring the Impact of Teacher’s Constructive Feedback on Second-Year EFL Students’ Engagement to Speak English as a Foreign Language The Case of Second-Year EFL Students at Dr. Moulay Tahar University, Saida |
| Auteurs : | Hadjira DAHMANI, Auteur ; P/LLA Sihem BOUBEKEUR, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2020-2021 |
| Format : | 90p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
Declaration…………………………………………………………………………………. II
Dedications…………………………………………………………………………………. III Acknowledgements………………………………………………………………………... IV Abstract…………………………………………………………………………………….. V List of Abbreviations……………………………………………………………………… VI List of Appendices…………………………………………………………………………. VII List of Tables………………………………………………………………………………. VIII List of Histograms…………………………………………………………………………. IX Table of Contents………………………………………………………………………….. X General Introduction……………………………………………………………………… 1 Chapter One: Literature Review Introduction…………………………………………………………………………………. 8 Part One: General Overview about Speaking Skill…………………………………………. 8 1.1.1Definition of Speaking………………………………………………………………… 8 1.1.2The Importance of Speaking Skills……………………………………………………. 9 1.1.3 Elements of Speaking………………………………………………………………… 10 1.1.3.1 Language Features………………………………………………………………….. 10 1.1.3.1.1 Lexis and Grammar……………………………………………………………….. 10 1.1.3.1.2 Connected Speech………………………………………………………………… 10 1.1.3.1.3 Expressive Devices……………………………………………………………….. 11 1.1.3.1.4 Negotiation and Meaning…………………………………………………………. 11 1.1.3.2 Mental Social Processing…………………………………………………………… 11 1.1.3.2.1 Language Processing……………………………………………………………... 11 1.1.3.2.2 Interacting with Others…………………………………………………………… 12 1.1.3.2.3 Information Processing…………………………………………………………… 12 1.1.4 Functions of Speaking………………………………………………………………… 12 1.1.4.1 Talk as Interaction………………………………………………………………….. 12 1.1.4.2 Talk as Transaction…………………………………………………………………. 13 1.1.4.3 Talk as Performance………………………………………………………………... 13 1.1.5 Characteristics of Speaking…………………………………………………………… 13 1.1.5.1 Fluency……………………………………………………………………………… 13 1.1.5.2 Accuracy……………………………………………………………………………. 14 1.1.5.3 Grammar……………………………………………………………………………. 14 1.1.5.4 Vocabulary………………………………………………………………………….. 14 1.1.5.5 Pronunciation……………………………………………………………………….. 14 XI 1.1.5.6 Comprehensibility………………………………………………………………….. 15 1.1.6 Teaching Speaking……………………………………………………………………. 15 1.1.6.1 The importance of Teaching Speaking……………………………………………... 15 1.1.6.2 Speaking Activities…………………………………………………………………. 16 1.1.6.2.1. Oral Presentation..................................................................................................... 16 1.1.6.4.2. Group Discussions.................................................................................................. 16 1.1.6.4.3. Role-plays and Simulation……………………………………………………….. 16 1.1.6.4.4. Storytelling……………………………………………………………………….. 17 1.1.6.4.5. Picture Narrating and Picture Describing………………………………………... 17 1.1.7 Assessing Speaking…………………………………………………………………… 17 1.1.7.1 The Cycle of Assessing Speaking…………………………………………………... 18 1.1.7.2 Speaking Difficulties……………………………………………………………….. 18 1.1.7.2.1Inhibition…………………………………………………………………………... 18 1.1.7.2.2 Nothing to Say……………………………………………………………………. 18 1.1.7.2.3 Low or Uneven Participation…………………………………………………….. 18 1.1.7.2.4 The Use of Mother Tongue……………………………………………………….. 19 1.1.7.3 Speaking Errors…………………………………………………………………….. 19 1.1.7.4 Error Correction and Feedback…………………………………………………….. 19 1.1.8 Strategies to Engage Students to Speak………………………………………………. 20 1.1.8.1 Giving Students Time to Think……………………………………………………... 20 1.1.8.2 Using Active Learning Strategies…………………………………………………... 21 1.1.8.3 Using Tactical Body Language…………………………………………………….. 21 1.1.8.4 Thinking about Questions………………………………………………………….. 21 1.1.8.5 Create a Student-led Forum………………………………………………………… 21 Part Two: Learners' Engagement…………………………………………………………… 21 1.2.1 Definition of Engagement…………………………………………………………….. 21 1.2.2 Types of Engagement………………………………………………………………… 22 1.2.2.1 Behavioural Engagement…………………………………………………………… 24 1.2.2.2 Emotional Engagement…………………………………………………………….. 24 1.2.2.3 Cognitive Engagement……………………………………………………………… 24 1.2.3 Strategies to Improve Learners Engagement…………………………………………. 25 Part Three: Teachers' Feedback…………………………………………………………...... 27 1.3.1. Definition of Feedback………………………………………………………………. 27 1.3.2 The Importance of Feedback ………………………………………………………… 28 1.3.3 Criteria of Effective Feedback………………………………………………………... 28 1.3.4 Types of Feedback……………………………………………………………………. 29 XII 1.3.4.1 Informal Feedback………………………………………………………………….. 30 1.3.4.2 Formal Feedback……………………………………………………………………. 30 1.3.4.3 Formative Feedback………………………………………………………………… 30 1.3.4.4 Summative Feedback……………………………………………………………….. 30 1.3.4.5 Student peer Feedback……………………………………………………………… 31 1.3.4.6 Student self-Feedback………………………………………………………………. 31 1.3.6.7 Constructive Feedback……………………………………………………………… 31 1.3.6.8 Constructive Feedback……………………………………………………………… 31 1.3.5 Sources of Feedback………………………………………………………………….. 31 1.3.5.1. Peer Feedback……………………………………………………………………… 31 1.3.5.2 Teacher Feedback …………………………………………………………………. 32 1.3.6 Characteristics of Effective Feedback………………………………………………... 32 1.3.7. Students Reactions to Receiving and Giving Feedback……………………………... 33 1.3.7.1 Students Reactions to Receiving Feedback………………………………………… 33 1.3.7.2 Students Reactions to Giving Feedback……………………………………………. 34 Conclusion………………………………………………………………………………….. 34 Chapter Two: Research Methodology Introduction…………………………………………………………………………………. 37 Part One: Research Methodology (Theoretical background)………………………………. 37 2.1.1 Definition of Research………………………………………………………………... 37 2.1.2 Types of Research…………………………………………………………………….. 37 2.1.2.1 Descriptive Research……………………………………………………………….. 38 2.1.2.2 Exploratory Research……………………………………………………………….. 38 2.1.2.3 Correlational Research……………………………………………………………… 38 2.1.2.4 Applied Research…………………………………………………………………… 38 2.1.3 Research Approaches…………………………………………………………………. 39 2.1.3.1. Qualitative Approach………………………………………………………………. 39 2.1.3.2 Quantitative Approach……………………………………………………………… 39 2.1.3.3 Mixed-methods Approach………………………………………………………….. 39 2.1.4 Research Design………………………………………………………………………. 40 2.1.5 Characteristics of Good Research…………………………………………………….. 40 Part Two: Research Methodology of this Work……………………………………………. 41 2.2.1 Population and Sample……………………………………………………………….. 41 XIII 2.2.2 The Research Approach of this Study………………………………………………... 41 2.2.3 Data Gathering Tools…………………………………………………………………. 41 2.2.3.1 Teachers Questionnaire……………………………………………………………... 41 2.2.3.2 Classroom Observation……………………………………………………………... 43 Conclusion………………………………………………………………………………….. 44 Chapter Three: Data Analysis Introduction…………………………………………………………………………………. 48 3.1 Analysis of the Teachers’ Questionnaire……………………………………………….. 48 3.1.1 Discussion of the Findings of Teachers’ Questionnaire……………………………… 65 3.2 Classroom Observation…………………………………………………………………. 67 3.2.1 Analysis of Classroom Observation………………………………………………….. 67 3.2.2 Discussion of the Findings of Classroom Observation……………………………….. 69 Conclusion………………………………………………………………………………….. 71 Recommendations…………………………………………………………………………... General Conclussion………………………………………………………………………... 72 74 References Appendices |
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