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CRITICAL DISCOURSE ANALYSIS OF ESL TEACHERS ORAL FEEDBACK PRACTICES

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19 Pages : 194-203

http://dx.doi.org/10.31703/glr.2023(VIII-I).19      10.31703/glr.2023(VIII-I).19      Published : Mar 2023

Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices

Abstract

    This study conducts a critical discourse analysis of verbal feedback patterns used by teachers in English as a Second Language (ESL) classrooms. The research focuses on four types of feedback: explicit corrective feedback, implicit corrective feedback, clarification-based feedback, and interactive feedback. The study finds that explicit corrective feedback, where teachers directly point out errors, is critical for students who may struggle with error recognition. Implicit corrective feedback and clarification-based feedback, on the other hand, guide students towards self-correction, fostering learner autonomy and deepening their understanding of English language rules and conventions. Lastly, interactive feedback, which promotes a dialogue between the teacher and the student about the student's performance, encourages active participation and self-reflection in students. These different feedback patterns, when employed judiciously and in balance, can greatly enhance language proficiency, confidence, and self-directed learning in ESL students. The study underscores the importance of effective verbal feedback strategies in shaping language learning experiences and outcomes in ESL classrooms.

    Critical Discourse Analysis, Verbal Feedback, ESL Learners, Interactive Feedback, Corrective Feedback

    (1) Huda Hameed Qureshi
    Assistant Professor, English, Government Graduate College, Baghdad Road, Bahawalpur, Punjab, Pakistan.
    (2) Sobia Mohani Khalil
    M.Phil. (English Linguistics), Department of English Linguistics, Islamia University of Bahawalpur, Bahawalpur, Punjab, Pakistan.
    (3) Zaib un Nisa
    Visiting Lecturer, Department of English, Government College University Lahore, Lahore, Punjab, Pakistan.
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Cite this article

APA

CHICAGO

    CHICAGO : Qureshi, Huda Hameed, Sobia Mohani Khalil, and Zaib un Nisa. 2023. "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices." Global Language Review, VIII (I): 194-203 doi: 10.31703/glr.2023(VIII-I).19

HARVARD

    HARVARD : QURESHI, H. H., KHALIL, S. M. & NISA, Z. U. 2023. Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices. Global Language Review, VIII, 194-203.

MHRA

    MHRA : Qureshi, Huda Hameed, Sobia Mohani Khalil, and Zaib un Nisa. 2023. "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices." Global Language Review, VIII: 194-203

MLA

    MLA : Qureshi, Huda Hameed, Sobia Mohani Khalil, and Zaib un Nisa. "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices." Global Language Review, VIII.I (2023): 194-203 Print.

OXFORD

    OXFORD : Qureshi, Huda Hameed, Khalil, Sobia Mohani, and Nisa, Zaib un (2023), "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices", Global Language Review, VIII (I), 194-203

TURABIAN

    TURABIAN : Qureshi, Huda Hameed, Sobia Mohani Khalil, and Zaib un Nisa. "Critical Discourse Analysis of ESL Teachers' Oral Feedback Practices." Global Language Review VIII, no. I (2023): 194-203. https://doi.org/10.31703/glr.2023(VIII-I).19