ESL Student Feedback: Language Barrier Impact on Teaching Strategies

This report investigates the impact of language barriers on ESL students' understanding of teacher feedback. It examines how language difficulties hinder comprehension of feedback strategies, leading to challenges in learning and performance. The research highlights the importance of clear communication and effective feedback methods for ESL students. The report also offers recommendations for improving feedback strategies, aiming to enhance the learning experience and ensure that ESL students can effectively utilize teacher feedback to improve their skills. It includes references to relevant academic sources and discusses methodologies for the research.

DISSERTATION

Table of Contents
INTRODUCTION...........................................................................................................................1
REFERENCES................................................................................................................................2

INTRODUCTION
Teachers feedback is essential for each and every student in order to evaluate and
understand his or her performance (Usman and Abdullahi, 2018) It helps them to identify their
mistakes and errors as well as improve their learning. The major issue related to ESL students
and their perception of teacher strategies of feedbacks is language barrier among the teachers and
students (Chen, Yunus and Maarof, 2017). The ESL students does not have proper understanding
of English language. They face challenges to understand teachers feedback as they use strategies
such as coded, selective and comprehensive. It has been observed that ESL students can not
determine their errors due to feedbacks in English language (Tsai, 2017). In this research,
examiner will identify the impact of language barrier on teachers feedbacks strategies in relation
to ESL students (Gunderson, 2017). The researcher will determines challenges faced by students
such as improper learning , lack of understanding and performance due to improper feedback
strategies. The research will also focus on identifying specific recommendations for improving
feedbacks strategies so that ESL students can understand their areas of improvement (Wang, Teo
and Yu, 2017).
In order to conduct this research examiner will use various research methodologies such
as Research philosophy, Research Approach, Data collection and Analysis methods etc. The
research will be based on specific timescale. It will include primary and secondary data related to
the topic of the study so that the objectives of this examination can be achieved effectively. It
will also provide effective recommendations related to the feedback strategies of teachers to
improve learning and understanding of ESL students.
1

REFERENCES
Books and Journals
Usman, A., & Abdullahi, D. M. (2018). ASSESSING CRITICAL ISSUES OF READING
FLUENCY FOR ESL STUDENTS AMONG ADULT LEARNERS. ASSESSING
CRITICAL ISSUES OF READING FLUENCY FOR ESL STUDENTS AMONG ADULT
LEARNERS, 7(1), 22-22.
Chen, L. L., Yunus, M. M., & Maarof, N. (2017). Factors Affecting ESL Reading
Comprehension of Malaysian Secondary School Students. In International Conference
on Education (pp. 542-547).
Gunderson, L. (2017). English-only instruction and immigrant students in secondary schools: A
critical examination. Routledge.
Tsai, S. C. (2017). Effectiveness of ESL students' performance by computational assessment and
role of reading strategies in courseware-implemented business translation tasks.
Computer Assisted Language Learning, 30(6), 474-487.
Wang, B., Teo, T., & Yu, S. (2017). Teacher feedback to student oral presentations in EFL
classrooms: a case study. Journal of Education for Teaching, 43(2), 262-264.
2