Analysing the nature of oral and written corrective feedback teachers provide to grade nine pupils in english language in selected secondary schools of Kabwe district of Zambia.
| dc.contributor.author | Simutanyi, Getrude Notula | |
| dc.date.accessioned | 2024-10-31T09:13:00Z | |
| dc.date.available | 2024-10-31T09:13:00Z | |
| dc.date.issued | 2024 | |
| dc.description | Thesis of Master of Education in Literacy, Language and Applied Linguistics. | |
| dc.description.abstract | The purpose of this study was to establish the nature of oral and written corrective feedback that teachers provided to learners of English Language at grade nine level in selected public secondary schools in Kabwe District, Central Province of Zambia. The study objectives were: (i) to establish the nature of oral and written corrective feedback teachers provide in English Language to their grade nine pupils; (ii) to determine the views of grade nine pupils on the usefulness of the oral and written corrective feedback given by their teachers and (iii) to establish teachers’ opinions of their feedback given to the pupils. The study employed a descriptive research design of qualitative research. Purposive sampling techniques were used to come up with a sample size of 80 respondents. Data was gathered through interviews, document analysis, focus group discussions and classroom observations during the teaching and learning process. The data collected was analysed thematically through content analysis where key words and themes were coded and generated. Findings of the study showed teachers of English provided oral and written corrective feedback which ranged from Informal formative oral corrective feedback formal, formative written corrective feedback, and summative assessment of feedback. Learners wished teachers could provide immediate and elaborate feedback that they could leverage upon. In some cases, learners desired space, privacy, confidentiality and security when receiving one-on-one feedback from their teachers of English. Among other issues, teachers bemoaned the limited time allocation to provide quality feedback to their learners. However, findings showed that some teachers had limited exposure to correction codes and they also expressed lack of content knowledge on some topics in English and consequently, remained at a loss when they were expected to give solutions to challenging questions during lessons. The researcher recommended that teacher training institutions to adequately explore further on the component of corrective feedback to learners so that graduate teachers can be well prepared on the provision of feedback to learners. Secondly, teachers of English language in their respective stations to enhance their content knowledge and pedagogical skills in the subject matter by utilizing researchers and experts during Continuous Professional Development workshops (CPDs). | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8946 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Analysing the nature of oral and written corrective feedback teachers provide to grade nine pupils in english language in selected secondary schools of Kabwe district of Zambia. | |
| dc.type | Thesis |