Abstract:

This study aims at identifying students’ perceptions about teachers’ feedback in acquring English as a foreign language in Albanian context. Empirical studies have found that teachers’ feedback is more effective when it provides information to students about their progress toward mastering the task and, thus, increases self- efficiency, encourages efforts and restrict comparative practices (Black, McCormick, James, and Pedder, 2006; Black and Wiliam, 1998, 1998b; Crooks, 1988; Stiggins and Chappuis 2005). The research question of this study was How is teachers’ feedback perceived by students in acquiring English as a foreign language? How can teachers’ feedback be more effective to enhance students’ learning? To answer the research questions, this study made use of quantitative methods, using the questionnaire, which was administered in 3 high schools in Durres, Albania. Quantitative data analysis has shown that teachers’ feedback can improve students’ self-efficacy and self-organization, so students understand where they are to organize themselves in the following stages of learning, consequently they feel more motivated.
This study will contribute to help teachers improving their feedback to enhance students’ learning in acquiring English as a foreign language.

Keywords:

Perceptions, students, teachers’ feedback, English, foreign language, Albanian context.