Exploring EFL First-Year University Teachers' and Students' Perceptions and Practices of Feedback as Scaffolding for Improving Students' Performance

Abstract

This study has three main concerns. Initially, it investigates the forms in which teachers provide assessment feedback to their students. Second, it looks into how students react to these forms of feedback. Third, it attempts to explore both students’ and teachers’ perspectives on what a good feedback is. In this respect, based on probability sampling, students of L1 (n=40) and teachers (n=8) at the English Section in Ibn Khaldoun of Tiaret were purposevely selected to take part in this study. The investigation process was carried out based on the relevant literature and data obtained via both quantitative and qualitative approaches. The findings unveiled that teachers do not rely on a single type of assessment as they shift from one to another depending the learning/ teaching situation. In parallel, students do not have a single way to respond to their teachers’ remarks. In addition to asking for more details and adjustments, students have many other ways in which they may react to feedback. Finally, the investigation revealed that both students and teachers have different thoughts on what a good feedback is. Some consider negative remarks as good feedback, while other participants only prefer giving/receiving positive and constructive feedback. At the end, despite the inconclusiveness of the findings, the study manages to outline a set of implications and recommendations for both students and teachers in addition to a set of suggestions for further investigations.