Show simple item record

dc.contributor.authorAbdullah Al-Malki, Moza
dc.contributor.authorWeir, Katie
dc.contributor.authorUsher, Wayne
dc.date.accessioned2020-06-29T01:11:22Z
dc.date.available2020-06-29T01:11:22Z
dc.date.issued2020
dc.identifier.issn2229-9327
dc.identifier.doi10.24093/awej/vol11no2.2
dc.identifier.urihttp://hdl.handle.net/10072/394822
dc.description.abstractThe research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question: How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.
dc.description.peerreviewedYes
dc.publisherAWEJ Group
dc.relation.ispartofpagefrom18
dc.relation.ispartofpageto36
dc.relation.ispartofissue2
dc.relation.ispartofjournalArab World English Journal
dc.relation.ispartofvolume11
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchLiterary Studies
dc.subject.fieldofresearchcode2004
dc.subject.fieldofresearchcode2005
dc.titleFeedback on the Classroom Performance of Pre-service English language Teachers in Oman
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationAbdullah Al-Malki, M; Weir, K; Usher, W, Feedback on the Classroom Performance of Pre-service English language Teachers in Oman, Arab World English Journal, 11 (2), pp. 18-36
dc.date.updated2020-06-23T08:15:29Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2020 The Authors. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorUsher, Wayne T.
gro.griffith.authorWeir, Katie


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record