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[epasr.penpublishing.net](epasr.penpublishing.net)[ ](epasr.penpublishing.net)ISSN: 1949-4270 (Print) 1949-4289 (Online)  \nAn Analysis ofthe In-Class Oral Feedback Provided by the Teachers of Turkish as a Foreign Language  \nFatma Bolukbas Kaya & Mehmet Yalcin Yilmaz  \nTo cite this article  \nKaya, F.B. & Yilmaz, M.Y. (2019). An Analysis ofthe In-Class Oral Feedback Provided by the Teachers of Turkish as a Foreign Language. Educational Policy Analysis and Strategic Research, 14(1), 144-155. doi: 10.29329/epasr.2019.186.8  \n\n| Published Online | March 22, 2019 |\n| --- | --- |\n| Article Views | 9 single - 13 cumulative |\n| Article Download | 27 single - 43 cumulative |\n| DOI | [https://doi.org/10.29329/epasr.2019.186.8](https://doi.org/10.29329/epasr.2019.186.8) |\n\nPen Academic is an independent international publisher committed to publishing academic books, journals, encyclopedias, handbooks of research of the highest quality in the fields of Education, Social Sciences, Science and Agriculture. Pen Academic created an open access system to spread the scientific knowledge freely.  \nFor more information about PEN, please contact: [info@penpublishing.net](info@penpublishing.net)  \nThis document downloaded from [72.84.203.148](72.84.203.148) [2 times] Moseley / United States on Thu, 18 Apr 2019 17:52:25 +0300  \nPen Academic Publishing, Canakkale/Turkey  \nTelephone: +90 286 243 06 66 | Fax: +90 286 213 08 [00 | info@penpublishing.net | www.penpublishing.net](00 | info@penpublishing.net | www.penpublishing.net)  \nAn Analysis ofthe In-Class Oral Feedback Provided by the Teachers of Turkish  \nas a Foreign Language  \nFatma Bölükbaş Kaya i  \nIstanbul University, Istanbul, Turkey  \nMehmet Yalçın Yılmaz ii  \nIstanbul University, Istanbul, Turkey  \nAbstract  \nFeedback can be defined as the act of providing information to the student regarding their behavior throughout the learning process as well as how much progress has been achieved as a result of such behavior. In other words, it is the communicative process that explains how successful or unsuccessful a student is at a given topic, by providing them with the opportunity of self-assessment and correction. The aim of this study is to specify the in-class oral feedback elements provided by the teachers of Turkish as a Foreign Language, along with the analysis of these feedback types and offering suggestions to those who work in the field. Employing the specific case study method among the existing qualitative research methods, this study involves the 4-week observation of the courses given by the instructors of Turkish as a Foreign Language at Istanbul University Language Center at A1, A2, B1, B2 and C1 levels. The oral feedback provided by the instructors throughout the observation sessions has been noted down and compiled. These feedback items were then analyzed in accordance with Schimmel's feedback classification (1988) . Accordingly, these feedback items were classified in four groups as confirmation feedback, correct response feedback, explanatory feedback and bugrelated feedback. The results of the study have shown that the instructors preferred mostly the confirmation feedback and the correct response feedback, usually used the confirmation feedback and correct response feedback in combination. On the other hand, the frequency of explanatory feedback decreased as the students' language competence level increased, and the least preferred feedback type was found to be the bug-related feedback.  \nKeywords: Teaching Turkish as a Foreign Language, feedback types, oral feedback.  \nDOI: 10.29329/epasr.2019.186.8  \ni Fatma Bölükbaş Kaya, Assoc. Prof. Dr. , Istanbul University - Cerrahpaşa Hasan Ali Yücel Faculty of Education, Department of Turkish and Social Sciences Education, Istanbul, Turkey.  \nCorrespondence: [fbolukbas@istanbul.edu.tr](fbolukbas@istanbul.edu.tr)  \nii Mehmet Yalçın Yılmaz, Assist. Prof. Dr","cbCailOQImdjDQrk","https://ap.wps.com/l/cbCailOQImdjDQrk","pdf",457552,13,"English","# Abstract\n# Introduction\n# Feedback Concepts and Definitions\n# Study Aim and Method\n# Feedback Classification Framework\n# Results and Discussion","[{\"question\":\"What does the study define feedback as in the learning process?\",\"answer\":\"Feedback is information provided to students about their behavior and the progress achieved during learning, functioning as a communicative process that supports self-assessment and correction.\"},{\"question\":\"How were the instructors’ in-class oral feedback items analyzed?\",\"answer\":\"The study used a qualitative case study with four-week observations across A1–C1 courses, then classified the feedback items according to Schimmel’s feedback classification.\"},{\"question\":\"Which feedback types were most and least preferred by the instructors?\",\"answer\":\"Confirmation feedback and correct response feedback were preferred most, often used in combination, while bug-related feedback was the least preferred.\"}]","An Analysis of the In-Class Oral Feedback Provided by the Teachers of Turkish as a Foreign Language - Volume 14 - Issue 1 - March 2019 | PDF",1792095107,33]