On English Majors’ Perceptions And Expectations Of Native English Teachers’ Feedback In Oral English Classes

Based on related studies and Narciss&Huth’s informative feedback framework, an investigation is conducted to study English majors’perceptions and expectations of native English teachers (NETs)’classroom feedback in terms of feedback functions, contents, and presentation with adoption of a quantitative approach by using a sample of100sophomore English majors at one university in Zhejiang Province.The major findings include:(1) In feedback functions:NETs are perceived to do better in realizing cognitive and motivational feedback functions than metacognitive functions. Students have stronger expectations of metacognitive functions than cognitive and motivational functions.(2) In feedback contents:NETs are perceived to provide more feedback of performance by marking/grading than feedback of mistakes, correct results, and how to proceed. Students hope to get more detailed feedback contents, e.g., feedback of mistakes, correct results, and how to proceed than feedback of performance.(3) In feedback presentation:Though NETs are perceived to provide feedback in time, they seldom offer multiple tries and adapt their feedback according to students’characteristics. Students have stronger expectations of multiple try than timing and adaptability of feedback.Based on the results, pedagogical implications are put forward:(1) NETs should pay more attention to metacognitive functions of feedback.(2) NETs should provide more detailed feedback contents, e.g., feedback of mistakes, correct results, and how to proceed.(3) NETs should provide multiple tries to promote students’oral output; meanwhile, students’characteristics should be considered.