AN EXPLORATORY CASE STUDY INTO CHINESE EFL TEACHERS' COMMENTARY PRACTICES IN ORAL PRESENTATIONS

英語課堂中口頭彙報任務的教師點評—一項基於中國大陸的探索性個案研究

王博(Bo Wang) ； 于書林(Shulin Yu) ； 張慶元(Timothy Teo)

《Taiwan Journal of TESOL》 15卷2期 (2018/10) Pp. 65-94

https://doi.org/10.30397/TJTESOL.201810_15(2).0003

摘要

Previous research has revealed that teacher feedback encourages students' learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during which teachers provide feedback in the form of verbal comments on oral presentations. Therefore, this paper describes an exploratory case study that examines the nature and processes of three experienced EFL teachers' commentary on students' classroom oral presentations in a Chinese university. Data for this study were obtained from the teachers' self-reported accounts of commentary experiences during semi-structured interviews. Findings showed that the three teachers' comments on oral presentations were feedback-focused in nature; however, they diversified their comments in terms of delivery mode, function and focus. The study has implications for future teacher feedback research and EFL classroom practice with regard to the ways in which teachers provide feedback on oral presentation tasks.

關鍵字

commentary practice ； teacher feedback ； EFL oral presentation tasks

並列摘要

大多數實驗研究表明教師的評估和回饋能夠促進學生口頭彙報的表現，但這種研究現象致使我們對教師回饋的過程缺乏理解。本研究以三名教學經驗豐富的中國大學英語教師為個案，運用半結構式訪談，探索在自然條件下的英語課堂，教師採用點評方式對學生口頭彙報進行回饋的本質和過程。資料分析結果表明，三名教師點評的本質在於給予學生回饋而非評估學生表現。另外，結果也表明受多種因素影響，三名教師的點評方式、焦點和功能各不相同。最後本文對教師回饋實踐和後續研究提出一些可行性建議。

並列關鍵字

點評 ； 教師回饋 ； 英語課堂口頭彙報任務

參考文獻

Murillo-Zamorano, L. R., & Montanero, M. (2017). Oral presentations in higher education: a comparison of the impact of peer and teacher feedback. Assessment &Evaluation in Higher Education. Retrieved from http://dx.doi.org/10.1080/02602938.2017.1303032

Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, 279-310.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218.

Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36, 125-136.

Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15, 68-85.