Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

Abstract

Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

Optimizing Teacher Questioning Strategies for Enhanced Reading Comprehension in EFL Classrooms

“…The use of repetition strategy by EFL teachers in reading classes can be seen as a way to increase student engagement and comprehension. This is in line with previous research that has shown the benefits of repetition in language teaching, as it can help learners to better retain information and improve their overall language proficiency (Abdelhalim, 2017;Azizi et al, 2020). However, teachers need to use repetition strategically, as excessive repetition can lead to boredom and disengagement among students.…”

Exploring Efl Teachers’ Strategies in Teaching Reading Comprehension: A Case of the Schools at Limited Resources Areas

“…For instance, the teachers used conventional methods in this study approaches to teach reading comprehension (e.g., a teacher-centered approach and sitting the students in rows). Azizi et al (2020) argue that refurbishments were the most regularly used form of input in both instructor classes. In addition, both experienced and inexperienced novice teachers tended to use multiple corrective input variations at various distributions.…”

Investigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactions

“…Although previous studies (Abuseileek & Abualsha'r, 2012;Azizi et al, 2020;García & Martínez, 2018;González, 2010;Jabbari et al, 2017;Joh, 2019;Song & Usaha, 2009;Storch, 2017;Sung, 2021;Waluyo & Rofiah, 2021) have briefly pointed at this issue, no plenary study examined the way synchronous and asynchronous peer feedback types are capable of developing the quality of IELTS candidates' writing. One more gap in the literature which the present study endeavors to cover is related to the effect of synchronous and asynchronous peer feedback on students' use of language function.…”