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2.1 Definition of Feedback
When it comes to feedback, a large number of researchers have focused on theimportance of teacher feedback in classroom teaching so the definition of feedback has beengiven by many scholars. As far as Askew &Lodge (2000) concerned feedback is all dialoguesto support learning, Winne and Butler (1994, p5740) holds the similar view. They think that“feedback refers to the kind of information with which a learner can confirm, add to,overwrite, tune, or restructure information in their minds, no matter which information isdomain knowledge, meta-cognitive knowledge, beliefs, or cognitive tactics and strategies”.And according to Ellis, feedback is the “…learners’ responses to efforts for communicating”,which has the following functions such as requests for clarification, correctionsacknowledgment and so on. Ramaprasad (1983, p4) as well as Sadler defined feedback from anarrow view, he thinks feedback is that “information about the gap between the actual leveland the Reference level of a system parameter which is used to alter the gap in some way”. InBerol’s opinion, feedback is that we send our message in the way of painting or makinggestures rather than speaking. So in this way classroom feedback consists of two main parts,verbal feedback and non-verbal feedback.
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2.2 Classifications of Feedback
Teacher feedback can be classified in different kinds according to different criteria. Feedback in classroom teaching can be given by verbal action or non-verbal action such asnodding, smile and so on.In the past few decades, teacher feedback has been studied by scholars both at homeand aboard. According to the domain feedback involved, feedback in classroom teaching canbe divided into affective feedback and cognitive feedback. Affective feedback is a kind ofnon-verbal feedback which means teachers could transmit information to learners throughfacial expression or body language. And the latter one means actual understanding. Accordingto its content, Richards (1996) classified feedback into feedback on content and feedback onform. From an analysis of secondary school English classroom teachings in Tanzania, Cullen(2002, p119) divided feedback into evaluative feedback and discoursal feedback based on itsfunctions. In this study, Cullen’s classification is used. This is because almost all the teacherfeedbacks are used to evaluate or sustain learner’s responses in classroom teaching.
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3. Methodology ..........17
3.1 Research Questions........ 17
3.2 Research Design ........17
3.2.1 Participants........ 17
3.2.2 Procedures ........18
3.3 Data Collection........ 18
3.3.1 Recorded-class Observation........ 18
3.3.2 Questionnaire ........20
4. Results and Discussions ........23
4.1 Contrasts between Teachers of Experienced and Inexperienced ........23
4.2 Contrast between Teachers with Different Education Backgrounds........30
4.2.1 Contrast between Teachers of Lower Education Backgrounds........ 30
4.2.2 Contrast between Teachers with Higher Education Backgrounds ........36
4.3 Summary ........41
5. Conclusion ........43
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