The Use of Feedback in Communicative Language Teaching in Selected Primary Schools in Mabelreign District in Zambabwe

Abstract

This study sought to establish the use of Feedback in Communicative Language Teaching (CLT) in Zimbabwe, using the interpretive case study design which is qualitative in nature. A population of 50 teachers in the Warren Park suburb of the Mabelreign District was used. Only three teachers from different schools were purposively selected. Data was collected using semi-structured interviews and observations and was analyzed using the inductive thematic approach. The study concludes that corrective/negative feedback was used more often than positive feedback when implementing the CLT. Teachers were aware of the significance of feedback. Some of the points that they raised were that feedback allowed them to correct and motivate students effectively. Besides the evidence that negative and positive feedback is important in the CLT, teachers should be encouraged to use positive feedback more often as negative feedback since giving both may have a helpful impact on the effective implementation of the CLT.