FEEDBACK

By: Alma Lorena Sánchez Escobar

FEEDBACK

DEFINITIONS

PURPOSES OF FEEDBACK

• improving the fluency, accuracy or complexityof learners’ speaking and writing,

• motivating learner.

• developing learner autonom.

Formative

Summative

Effective feedback is about learning tasks.

Effective feedback is specific and related to learning goals.

Feedback which provides information about how to achieve these goals (for example, for a particular task) is more effective than general feedback.

Characteristics of effective feedback

Feedback about the learner’s performance on a particular task and feedback about the way that a learner has approached a task.

Effective feedback is about learning tasks.

Effective feedback is specific and related to learning goals.

Feedback which provides information about how to achieve these goals (for example, for a particular task) is more effective than general feedback.

Characteristics of effective feedback

Feedback about the learner’s performance on a particular task and feedback about the way that a learner has approached a task.

Effective feedback is appropriately challenging.

Characteristics of effective feedback

Effective feedback targets areas where improvement is possible. It typically focuses on things that the learner has studied recently or has previously received feedback on. It is more concerned with what a learner might be able to do better than it is with what a learner needs to get right.

One key role of effective feedback is to nudge learners towards greater autonomy. Feedback from a teacher is not the last event in this process (Hyland, 1990, p. 285): to be effective, it needs to prompt a learner to modify their knowledge, language production or learning strategies.

4. Effective feedback entails the activeinvolvement of the learner.

One key role of effective feedback is to nudge learners towards greater autonomy. Feedback from a teacher is not the last event in this process (Hyland, 1990, p. 285): to be effective, it needs to prompt a learner to modify their knowledge, language production or learning strategies.

4. Effective feedback entails the activeinvolvement of the learner.

Corrective feedback

Corrective feedback on both speaking and writing can indeedpromote language learning,

The most common type of feedback given by most teachers in most classrooms is corrective feedback, which focuses on learners’ errors (Hattie & Timperley, 2007, p. 91).

What is it?

i.e. those which may offend the target reader or interlocutor.

Errors that are made frequently by the student(s), rather than infrequent error types.

Categorization of erros

• ‘Global errors’

i.e. those which interfere with comprehension, rather than ‘local errors’, which do not affect intelligibility.

Frequent errors

‘Stigmatizing errors’,

• Errors that are related to areas of language which have recently been studied in class.

Errors that can, after some prompting, be self-corrected by the student.

Categorization of erros

• Specific errors

Errors that are specific to the kind of spoken interaction that students are engaged in, or to the genre of text they are writing (such as degrees of formality).

Self-corrected errors

Recent errors

Aspects to consider when giving feedback

VS

Writing

Speaking

Techniques to give feedback

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In feedback on writing, correction codes are popular with many teachers (see Figure 3). An interesting variation on correction codes has been offered by Valenzuela (2005), who suggests a colour system where good work as well as errors can be highlighted.

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Vídeo

THANKS!