Students’ Perceptions of Teachers’ Written and Oral Feedback on Homework

Abstract

The present study entitled ‘Students’ Perceptions of Teachers’ Written and Oral Feedback’ on Homework’ aimed at analyzing students’ perceptions towards their teachers’ written and oral feedback and exploring the feedback techniques used by teachers in ELT classrooms. This study was carried out using both the primary and secondary sources of data. For primary data, sixty students were randomly selected from three higher secondary schools of Kathmandu District. I used both the closed and open-ended questions to elicit the required data. It was found that the students would like to get positive feedback for homework from their teachers. Majority of the students’ perceived teachers’ feedback on homework is extremely helpful to improve their performance in classrooms. The study also revealed that the general feedback techniques the teacher used in the ELT classrooms were teacher correction, peer correction and self correction. This thesis consists of five chapters along with references and appendices at the end. The first chapter deals with the introduction part which mainly includes background of the study, statement of the problem, objectives of the study, research questions, significance of the study, limitations of the study and operational definition of the key terms. The second chapter deals with review of related literature and conceptual framework. Chapter three deals with methods and procedures of the study which includes design and method of the study, population, sample and sampling strategies, sources of data, data collection tools and techniques, data collection procedures and data analysis and interpretation procedures. Chapter four includes analysis and interpretation of results. The final chapter encompasses the findings, conclusions and recommendations made after the analysis of the data.