Arab World English Journal (AWEJ) Volume 11. Number2  June 2020                                                  Pp.18- 36
DOI: https://dx.doi.org/10.24093/awej/vol11no2.2 

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Feedback on the Classroom Performance of Pre-service English language Teachers in
Oman
 

Moza Abdullah Al-Malki
Rustaq College of Education, Oman

Katie Weir
School of education and professional studies
Griffith University, Australia

Wayne Usher
  School of education and professional studies
Griffith Univeristy, Australia

 

Abstract:
The research reported here is part of a larger, doctoral study that aims at examining the process of assessing the classroom performance of pre-service English language teachers in three higher education institutions in Oman. This article reports on an investigation into the social practices associated with assessing the classroom performance of pre-service English language teachers at Sultan Qaboos Univeristy (SQU), Rustaq College of Education and Nizwa University. Specifically, this study aims at answering one research question:  How do stakeholders understand and experience feedback when assessing pre-service teacher classroom performance? The research adopted a phenomenological approach for examining a total of 10 participants’ feedback experiences through semi-structured interviews and observations of the phenomenon in situ. The findings of this study revealed shared understandings about the purpose of feedback for improving pre-service teachers’ classroom performance. However, it was revealed that variations in feedback processes affected its efficacy in enhancing pre-service teachers’ classroom readiness. Pre-service teachers confirmed this finding and expressed their desire for greater agency and some consistency and uniformity in the type of feedback they receive during their school experience. The paper concludes by presenting recommendations that go to heighten the quality of the feedback process provided to pre-service English language teachers in Oman.

Keywords: classroom performance, feedback, pre-service English language teachers, Omani institutions

Cite as:  Al-Malki, M. A., Weir, K. , &  Usher, W. (2020). Feedback on the classroom performance of pre-service English language teachers in Oman. Arab World English Journal11 (2) 18- 36.
DOI: https://dx.doi.org/10.24093/awej/vol11no2.2 

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Dr. Al-Malki is an assistant professor working at Rustaq College of Education since 2007. She holds PhD from Griffith University, Australia in Education. Her interests are in the area of assessment, teaching strategies and integrating technology in classrooms. Currently, she is teaching college-and school-based practicum courses, English language Teaching (ELT) courses and language skills for foundation students.

Dr. Weir began her career in education as a Secondary Science teacher in North Queensland where she enjoyed thirteen years teaching and heading up school science departments. A move to Sydney opened up an opportunity to return to university to undertake a Masters Degree in Education specialising in Curriculum Studies. She hold her PhD from University of Queensland. She specializes in educational assessment and curriculum at Griffith University.

Dr Usher has had over 30 years of practical experience in education, spanning across primary, secondary and higher educational settings. Throughout his teaching career, Dr Usher has been a Deputy Principal, Curriculum Co-Ordinator, House Master and HPE Head of Department. He has taught in various state and private school settings throughout Brisbane and Gold Coast regions. Dr Usher has also worked abroad and has experienced teaching and as a Health Promotion Officer throughout England / London / Gold Coast. He is currently a Senior Lecturer in Health and Physical Education, convening large undergraduate and postgraduate (Masters) courses. Throughout his time at Griffith University (Education), Dr Usher has been a First Year Advisor (4 years), Program Director (5 years) and Program Advisor (2 years) of large undergraduate study programs (Bachelor of Primary Education).