Experienced EFL teachers’ beliefs about feedback on student oral presentations

被引：4
|
作者：
Wang B. [1 ]
Yu S. [2 ]
Teo T. [3 ]
机构：
[1] Faculty of Education, University of Macau, Room 2042, E33, Av. da Universidade, Taipa, Macau
[2] Faculty of Education, University of Macau, Room 3007, E33, Av. da Universidade, Taipa, Macau
[3] Faculty of Education, University of Macau, Room 4002A, E33, Av. da Universidade, Taipa, Macau
来源：
Asian-Pacific Journal of Second and Foreign Language Education | / 3卷 / 1期
关键词：
English as a foreign language; Oral presentations; Teacher belief; Teacher feedback;
D O I：
10.1186/s40862-018-0053-3
中图分类号：
学科分类号：
摘要：
Although a number of studies have examined EFL teachers’ beliefs of feedback on student writing, few have investigated teachers’ feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers’ beliefs about feedback on oral presentations in terms of the nature, focus, interpersonal functions, strategies and source of teacher feedback. Using semi-structured interviews and classroom observations, this study identified six major beliefs about feedback on student oral presentations and provided implications regarding how EFL teachers provide effective feedback to enhance student performance in oral presentations. © 2018, The Author(s).
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