Please use this identifier to cite or link to this item:
Title: Teachers' and students' attitudes towards the use of teachers' feedback in minimizing students'anxiety in oral performance
Other Titles: the case of second year LMD english students at Larbi Ben M'Hidi university Oum-El-Bouaghi
Authors: Ferhat, Zineb
Guerfi, Soraya
Keywords: Langue étrangère : anxiété : stress
Issue Date: 2015
Publisher: university of Oum-El-Bouaghi
Abstract: During many years researchers were interested in understanding the phenomena of anxiety and stress while learning the foreign language. Although many students have the desire and ambition to learn a new language, their disabilities to achieve a good level of efficacy in that language lead them to conclude that learning a second language is not an easy task at all and therefore it requires special abilities they do not often possess.students’ anxiety is still a problem which face students in classrooms especially when it comes to relationship with the teacher, because students at this point are no more an active part in the class ,instead their anxiety limit them from bringing up their best. This study brings the topic of anxiety in classrooms, as well as the teacher’s feedback to create a healthy and successful class environment in the sense that this feedback given by the teacher is considered as a tool to provide learners with self-esteem and confidence. This study embraces two questionnaires that were addressed to EFL teachers and learners for the sake of knowing what causes students to be anxious and what is the role of the teacher in order to reduce such feeling of anxiety and stress. From discussions of the results obtained from both teachers and learners questionnaires, it appears that students feel very anxious when they face any kind of oral task because they lack confidence in their abilities, and they get confused when explaining their ideas, also they dislike to receive comments from their classmates on their oral performance, hence; they prefer to keep silent and avoid any oral activities. Moreover; the results have shown that teachers’ feedback appeared to be a very effective tool in minimizing students'anxiety in oral performance, and boost up their motivation for more enthusiasm to speak the foreign language effectively and correctly. On the basis of these findings, a number of further suggestions were tackled. Besides, other pedagogical implications which can be used to ameliorate the process of learning FL which is mainly affected by such anxiety. Keywords: Anxiety, teachers’ feedback, oral performance, 2nd year EFL students
Appears in Collections:قسم اللغة الإنجليزية

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.