Views about the effects of immediate instruction oral classes
| dc.contributor.author | Hassouna, Amel | |
| dc.contributor.author | Chaira, Farid | |
| dc.date.accessioned | 2018-03-13T08:02:26Z | |
| dc.date.available | 2018-03-13T08:02:26Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | The present dissertation is composed of two chapters. The first chapter is a literature review related to feedback and motivation in language learning and teaching. It isdivided into two parts the first is about the concept of feedback in language learningand teaching, and the second part is about motivation in language teaching. This research seeks to find out whether immediate instructive feedback affects studentsmotivation to speak english. Besides, it aims at probing the extent to which teachersare aware of the possible effects that instructive feedback may have on students’ motivation in oral work. We hypothesize that when teachers provide students with confirmation to their correct answers followed by extra information, students’ motivation will last for a long time. In order to test the validity of the hypothesis, two questionnaires are carried out. One is filled in by sixty second year english students at the department of english at the university of Larbi Ben M'Hidi in Oum-El-Bouaghi. The data allowed us to evaluate the importance of immediate instructive feedback on sustaining students’ motivation. Moreover, the questionnaire designed to teachers allowed us to gauge the degree of teachers’ awareness on the issue. | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/2393 | |
| dc.language.iso | en | ar |
| dc.publisher | university of Oum-El-Bouaghi | ar |
| dc.subject | Teaching : english : learning : language classroom | ar |
| dc.title | Views about the effects of immediate instruction oral classes | ar |
| dc.title.alternative | the case of second year english students | ar |
| dc.type | Other | ar |