Abstract
The objective of the current study is to develop and validate a questionnaire “English Language Teachers’ Feedback Practices Scale (ELTFPS)” for assessing primary school English language teachers’ feedback practices, in the context English as a Foreign Language (EFL) in China. Based on Hattie and Timperley’s four levels of feedback model, the items for the questionnaire are sourced from past studies. The study used quantitative research methodology involving purposive sampling technique, and collected data from 10 private primary school EFL teachers in Guangdong Province, China. The study employed SPSS 27.0v, and SEM-AMOS software to study the psychometrics of the newly constructed ELTPS scale. The Confirmatory Factor Analysis (CFA) confirmed 21 valid items under four dimensions, viz task, process, self-regulation, and self-levels of feedback practices. The results showed good model fit indices (χ²/df=1.83, CFI=0.95, RMSEA=0.06), confirming the reliability and validity of the ELTPS scale. This validated instrument precisely assesses primary EFL teachers’ feedback practices, that support in teaching evaluations of in-service and pre-service EFL teachers. The ELTFPS is a potential questionnaire in assessing and improving quality education in English language teaching in primary schools.