Supervisory Feedback Efficiency: Developing a Framework Based on Iranian EFL Teachers’ and Supervisors’ Perceptions

Abstract

Believing that providing EFL teachers with effective supervisory feedback during the post-observation conference is essential, researchers in the current study report on the views of Iranian EFL teachers and supervisors as to what constitutes effective supervisory feedback. Having conducted a qualitative content analysis of the data obtained from interviews with teachers and supervisors, researchers came up with a framework of the constituent elements of effective supervisory feedback, which includes 1) adopting a more creative approach 2) using above-the-utterance mitigation 3) gauging the teachers’ ZPD 4) being socioculturally sensitive 5) assessing the teachers’ beliefs and attitudes and 6) developing public relations. The results showed the teachers’ overall dissatisfaction with the present supervisory feedback. The paper concludes by suggestions to include supervisory training courses in the existing teacher development programs to better empower supervisors in their dealing with EFL supervisees throughout the country.

A Detailed Analysis over Iranian EFL Teachers’ Beliefs towards Using Pronunciation Software in Teaching English Pronunciation

“…According to Dörnyei (2007) and Mehrpour and Agheshteh (2017), some research questions lend themselves to either qualitative or quantitative methods. Ary, Jacobs, and Sorensen (2010) also supports the idea that qualitative research provides a detailed investigation of the phenomenon.…”

Supervision Models and Supervisory Feedback in English Language Teacher Education: A Meta-Synthesis Study Adopting a Discourse Analytic Perspective

“…It has been proposed in this study that adopting both approaches might help interpret the discourse analytic convention through a dual mode of analysis. Moreover, the use of scaffolding in trainer talk has been discovered as a common practice in the literature (Engin, 2013a;Engin, 2015;Mehrpour & Agheshteh, 2017;Yoon & Kim, 2019). The use of scaffolding to support language teachers during the supervision process would help enhance their professional development.…”

“…This study demonstrated that most of the studies on supervision in language teaching research were carried out with pre-service teachers. Overall, twenty-nine out of fifty-three studies had pre-service teachers as research subjects (e.g., Akcan & Tatar, 2010; de Dios Martínez Agudo, 2016; Yoon & Kim, 2019), whereas twenty-two studies illustrated the experiences of in-service teachers (e.g., Agheshteh & Mehrpour, 2021;Atefinia & Alavinia, 2019;Donaghue, 2020;Lindahl & Baecher, 2015;Mehrpour & Agheshteh, 2017). Two studies also focused only on the experiences of the supervisors (Khaef & Karimnia, 2021;Lin et al, 2019).…”

The Effect of Texts-Based Interactional Feedback (TIF) on the Students’ EFL Writing

“…More investigation on particular methods, techniques, and approaches to improve writing skill (Bezemer & Kress 2008;Crossley at al., 2014;Dabbagh, 2017;Dyson, 2013;Hayes, 2012;Okasha & Hamdi, 2014;Tahmasebi' 2017), particular media to improve writing (Gurbangeldiyewna;& Hermayawati 2017, Noriega, 2016Rodliyah,2016), and redefining supervisory feedback in EFL teachers' and supervisors' perception, Mehrpour (2017) has been conducted but still rarely texts-based feedback is investigated for the student's English Foreign Language (EFL) writing in their teaching and learning activities. For examples, a study on writing through the teacher-led collaborative modeling conducted by Tahmasebi (2017) revealed that the results of students' writing performance and self-regulation had significant improvements, while on students' self-regulation had no significant correlation.…”

“…For the recent issue, interactional feedback in language learning both in Teaching English as Second Language (TESOL) and Teaching English as Foreign Language (TEFL) had been investigated by some scholars, (Kuure at.al., 1998;Mckay, 2002) including effective supervisory feedback (Mehrpour, 2017), Written Corrective Feedback (Poorebrahim, 2016 andZarifi, 2017). Because interactional feedback can be applied not only in the classroom activities but also in out of the classroom such as private teaching, language environments, and through long distance learning interaction such as using internet, the application of the interactional feedback needs various concepts for better results as the interactional purposes, for more effective feedback (Mehrpour;. For example, the concept of genre approach to improve the interaction in social life, cultural activities, and personal experience, (Thorne, 2001) has been applied and the aims of the interactional context in the language teaching and learning prefer more to receive the abstract concept of knowledge and skills, Hua at al.…”