A Case Study on Perceived Problems in the Student Teacher’s Spoken Classroom Language through a Supervisor’s Feedback

Abstract

This case study aims at investigating problems of a student teacher’s spoken classroom language through a supervisor’s feedback. It also aims to find out to what extent the supervisor’s feedback raises the student teacher’s awareness of her spoken classroom language. The subject of this study was a second-year graduate participant in a master’s degree of Applied Linguistics for English Language Teaching (ELT) programme at the School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT) who enrolled in Teaching Techniques in Practice (LNG611) in the second semester of the 2012 academic year. The instruments for data collection were the supervisor’s feedback reports, student teacher’s reflection reports and a semi-structured interview. The data were sorted by types of her spoken classroom language problems in each week of the teaching practicum. The results of this study revealed that the student teacher had two main spoken classroom language problems, which were grammar and pronunciation. In addition, the study shows three effects of the supervisor’s feedback towards awareness of the student teacher’s spoken classroom language: realization of the problems, awareness of her students’ language acquisition and strategies to solve the spoken classroom language problems. The paper also provides some suggestions on effective supervisor feedback.