دانلود پروپوزال آماده رشته آموزش زبان انگلیسی ( کارشناسی ارشد )

فرمت فایل : Word و قابل ویرایش

تعداد صفحات : 28

این فایل یک نمونه پروپوزال آماده و تکمیل شدهٔ رشته آموزش زبان انگلیسی می‌باشد که طبق اصول و استانداردهای پروپوزال نویسی نگارش شده است.

Contents
CHAPTER ONE    3
1. INTRODUCTION    3
1.1 Background    3
1.2. Statement of the problem    9
1.3. Purpose of the study    9
1.4. Significance of the study    9
1.5. Research questions    10
1.6. Limitations and delimitations    10
1.7. Definition of key terms    11
CHAPTER TWO    12
2. REVIEW OF RELATED LITERATURE    12
CHAPTER THREE    20
3.METHODOLOGY    20
3.1. INTRODUCTION    20
3.2.Participants    21
3.3.Instruments    21
REFERENCES    24
 
CHAPTER ONE
1. INTRODUCTION
        The aim of this study is to investigate EFL Teachers Preference in Feedback Provision and its Impact on Students Self-Regulation. Feedback is any response regarding a student’s performance or behavior, It can be verbal written or gestural. The purpose of feedback in the assessment and learning process is to improve a student’s performance_not put a damper on it. It is essential that the process of providing. feedback is a positive, or at least a neutral, learning  experience for the student Negative feedback can discourage student effort and achievement. Instructors have the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.
1.1 Background
       Feedback is considered as a difficult issue in higher education area, although it is acknowledged as an essential element of improving the learning process of the students. National surveys, both in the UK (Higher Education Funding Council for England 2011) and in Australia (James, Krause & Jennings, 2016) endorsed the aforementioned statement. Considering feedback and its value and effectiveness in student learning, a substantial and growing body of research in higher education environments can be found. Feedback is considered as a vital approach to facilitate students’ development as independent learners in order to monitor, evaluate, and regulate their own learning (Ferguson, 2011). The impact of feedback on future practice and the development of students’ learning were highlighted by Eraut (2016):
When students enter higher education . . . the type of feedback they then receive, intentionally or unintentionally, will play an important part in shaping their learning futures. Hence we need to know much more about how their learning, indeed their very sense of professional identity, is shaped by the nature of the feedback they receive. We need more feedback on feedback. (p. 118)
      Although there is a large indication supporting the usefulness of feedback to promote student learning however, different student surveys across the world have also emphasized that students are dissatisfied with the feedback they receive on their course works (Nicol, 2017). Students claim  lack of adequate, timely feedback and their teachers claim that students fail to apply the advice given (Orrella, 2020). It is high time  lecturers reconsidered  about the feedback providing process. They should avoid traditional ways of proving feedback towards the students. Keeping this aforementioned problem in mind, some suggestions have been made to make feedback more effective and valuable in terms of student learning: