Please use this identifier to cite or link to this item: http://dspace.univ-temouchent.edu.dz/handle/123456789/5093
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dc.contributor.authorCHINOUNE, Kheira-
dc.contributor.authorBENGUERFI, Boubekeur-
dc.date.accessioned2024-09-10T13:53:21Z-
dc.date.available2024-09-10T13:53:21Z-
dc.date.issued2024-
dc.identifier.urihttp://dspace.univ-temouchent.edu.dz/handle/123456789/5093-
dc.description.abstractTeaching English as a foreign language requires a variety of assignments to enhance students' speaking and writing abilities. To assist EFL learners rectify their faults, teachers should serve as controllers, helpers, correctors, recorders, and provide feedback. Additionally, teachers should spend more time assessing students' oral and writing performance. Teachers provide feedback to address student mistakes through guidance, suggestions, explanation, general rules, and criticism. Furthermore, the instructor assesses the value of feedback by seeing his pupils' reactions. The instructor teaches children to see feedback as a natural corrective rather as a kind of subnormal criticism.en_US
dc.language.isoenen_US
dc.publisherUNIVERSITY OF AIN TEMOUCHENTen_US
dc.relation.ispartofseries2023/2024;-
dc.titleThe impact of teacher’s feedback on EFL on student’s communicative skillsen_US
dc.title.alternativeThe Case of Master 1 English Language Students (Didactics and Applied Linguistics), at Ain Temouchent Universityen_US
dc.typeThesisen_US
Appears in Collections:Langue Anglaise

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