Examining the Perceptions and Preferences of Saudi EFL Student Teachers Concerning Teachers’ Feedback Practices

Abstract

This study examines the perceptions of thirty-one Saudi female EFL student teachers of the importance of teacher feedback practices, along with their preferences for different types and delivery methods. The students were following the Analysis of EFL Curriculum course run by the College of Education at Taibah University, which has adapted the Project-Based-Learning (PBL) approach. Data was gathered by means of three 5-point Likert scale questionnaires. The results of the descriptive statistics revealed that the majority of the participants had moderate to high positive perceptions and preferences towards the different types and delivery methods of teacher feedback. In addition, they expressed a high level of satisfaction with the course in general. The results of the quantitative data revealed that the students also recognized the value of teacher feedback for their subsequent assignments and courses. Moreover, they highlighted the need for additional meetings between students and teachers to discuss feedback relating to assignments, tests, activities and/or projects. Likewise, the EFL student teachers expressed their desire for more written feedback on their work, along with further opportunities to ask questions, share information, and discuss issues with their teachers and peers. It was also notable that the majority of respondents valued the importance of teacher feedback as an effective and preferable complementary source of knowledge in EFL classrooms.

Keywords: EFL student teachers, perceptions, preferences, satisfaction, teacher feedback