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    • Brac Institute of Languages (BIL)
    • Thesis (M.A in TESOL)
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    An exploratory study of teacher’s oral corrective feedback in the government secondary schools of Bangladesh

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    14377004_MA TESOL.pdf (696.6Kb)
    Date
    2015-11-30
    Publisher
    BRAC University
    Author
    Roy, Josephine Esha
    Metadata
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    URI
    http://hdl.handle.net/10361/6430
    Abstract
    This research explores how teachers implement oral corrective feedback in the English language classes of the Bengali medium Government Secondary Schools. Research studies show that that oral corrective feedback is an essential component that serves as a consciousness raising factor to students and plays a vital role in creating the scaffolding that teachers provide to students for promoting language development. By examining the perspectives of the classroom data, the teachers’ and the students’ opinions, this study attempts to find out the effects of the oral corrective feedback strategies used by the teachers in the classroom and how it contributed to learner’s uptake. This research conducts both qualitative and quantitative study through classroom observation, teachers’ interviews and students’ surveys which are analyzed and interpreted individually. Finally, the study explores how oral corrective feedback can contribute to students’ uptake and how it could be used for students’ English language development.
    Keywords
    Secondary schools; Education Bangladesh; School education; Teacher training; Oral corrective feedback; Error correction; Explicit correction; Elicitation; English language development; Feedback strategy; Feedback move
     
    Description
    This thesis report is submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2015.
     
    Cataloged from PDF version of Internship report.
     
    Includes bibliographical references (page 77-82).
    Department
    BRAC Institutes of Languages
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    • Thesis (M.A in TESOL)

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