Universal Journal of Educational Research Vol. 7(12), pp. 2830 - 2836
DOI: 10.13189/ujer.2019.071233
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Impact of Feedback Timing on Teaching Competence of Pre-Service English Teachers

Yoonhee Choe ^*
Department of English Education, Chongshin University, Seoul, Korea

ABSTRACT

Various types of feedback provided to pre-service English teachers have been reported to enhance their teaching competence. Many previous studies have focused on the effects of feedback methods, including explicit and implicit feedback, but only a few studies have investigated the impact of feedback timing. Therefore, this study investigates the impact of feedback timing on pre-service English teachers' teaching competence. Forty-six pre-service English teachers participated in the study and were asked to perform microteaching twice. After the microteaching sessions, delayed and immediate feedback were given. After the feedback, survey and focus group interviews were conducted on a voluntary basis. The results showed that different pre-service English teachers differently perceived the impact of feedback timing on their teaching competence and their affective aspects such as anxiety and motivation. This study provides pedagogical implications for pre-service English teacher educators and program developers.

KEYWORDS
Feedback Timing, Delayed Feedback, Immediate Feedback, Teaching Competence, Pre-Service English Teachers

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Yoonhee Choe , "Impact of Feedback Timing on Teaching Competence of Pre-Service English Teachers," Universal Journal of Educational Research, Vol. 7, No. 12, pp. 2830 - 2836, 2019. DOI: 10.13189/ujer.2019.071233.

(b). APA Format:
Yoonhee Choe (2019). Impact of Feedback Timing on Teaching Competence of Pre-Service English Teachers. Universal Journal of Educational Research, 7(12), 2830 - 2836. DOI: 10.13189/ujer.2019.071233.