Feedback and assessment in the algérian primary school EFL class
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Date
2024
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Publisher
University of Oum-El-Bouaghi
Abstract
Algéria shifted to this language as a second foreign language alongside French which was already taught and it started to teach it even in primary schools in the academic year of 2022. Young learners require specific guidance in their language acquisition process. Therefore, teachers’ feedback and assessment strategies are crucial componentsand cornerstones in shaping a positive and effective educational journey for those young learners.This study aims to excavate the assessment and feedback used by EFL teachers in this context, emphasizing the importance of teachers’ awareness and competencies in managing the dual-language challenge to enhance student learning outcomes. To conduct this study a qualitative expository method was applied in which an observation was made in four primary schools with four teachers and a questionnaire was given to them after assisting twenty sessions and making observation the questionnaire was based on the results of the observation that was explored. Based on the data gathered teachers were using both feedback and assessment without a conscious awareness of their significance, the results showed that teachers were familiar with these concepts but without a detailed comprehension, but teachers still using it and trying to improve the pupils’ level of understanding aiming for better results through identifying areas for improvement and raising awareness among teachers especially because teachers in this context are considered novice and inexperienced. For that reason, providing them with feedback and assessment strategies may give positive outcomes.