Endesew Eshetie

Abstract

The aim of this study is to assess the practices and challenges of giving feedback and correction of English teachers in grade ten speaking lessons. The study is conducted in Magic Carpet School. The research is a qualitative research and is a descriptive survey study. Data were collected by means of teacher and student surveys, classroom observations, and interview. The data were analyzed using percentage, frequency distribution and mean score. One hundred Fifty students were taken using simple random sampling and comprehensible sampling is used for teachers’ interview. Observation has been made in four sections. For both teachers and students semi-structured questionnaire was adopted. Thus, based on the information gathered through the above instruments and its results and discussion, the findings of the study revealed that English teachers face problems that hindered them applying giving of feedback and corrections for their students during speaking lessons. The most important reason for the failure to achieve the intended effect of feedback and error correction provision, therefore, includes classroom size, students’ low performance, lack of awareness and lack of access of teaching aids. This research shows the crucial role teachers should play in determining types of feedback and correction techniques employed. Hence, based on the findings, recommendations have been made to English teachers, students and the school personnel. As a result, teachers should offer constant guidance and corrections on students’ oral presentation by creating suitable environment for interaction and learning where students can feel relaxed and self confident. The students have to actively engage in classroom interaction to develop their speaking skill in the target language. Similarly the school administrators have to fulfill teaching aids for speaking lessons and should conduct constant follow ship.