teachers negative feedback in speaking classes: the positive side

Abstract

Among the four language skills, speaking is considered the most important one. Nevertheless, English foreign language learners encounter many difficulties and commit a wide range of mistakes when learning this skill. These difficulties and mistakes can be reduced through certain strategies used by teachers. The core aim of the current study is to investigate the effect of teacher’s negative feedback on minimizing learners’ speaking difficulties and enhancing their speaking proficiency. In addition, it attempts to explore learners and teachers’ perspectives toward the negative feedback provided to correct students’ mistakes and the strategies that make it effective. Within the context of this work, research questions are raised: 1) What are the problems faced by second year learners in speaking the foreign language? 2) How do second-year learners perceive the negative feedback? 3) What are the factors that may influence students’ reaction toward teacher’s negative feedback? 4) How can teachers help students in effectively utilizing feedback to their advantage? In response to these questions, two questionnaires are designed. The first questionnaire is administered to 17 Oral Expression teachers. The second questionnaire is delivered to 80 second-year English students in the Department of foreign languages at Mila University Centre. The findings reveal that learners face language system and metacognitive difficulties in speaking and demonstrate teachers’ awareness toward the importance of negative feedback in developing leaners’ speaking skill. Additionally, both teachers and learners have a positive rception toward the use of negative feedback in speaking classes, however, this perception can be influenced by factors namely learners’ personality, level of proficiency and the timing of feedback. Hence, Teachers offered efficient strategies to minimize learners’ negative perceptions and help them overcome their problems.