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This study focuses on the quality of teacher-student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System-Secondary. Four cases were selected and analysed for feedback practice based on teachers' use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher-student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students' internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers' facilitation of student learning.

This study examined students' feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students' use of feedback. Feedback quality was a stronger predictor for female students' use of feedback compared to male students. Feedback quantity partially mediated the relationship between use of feedback and feedback quality for all students. The interviewed students emphasised that feedback had to be comprehensible, process-oriented, and dialogic to be used. On the contrary, feedback barriers were considered to occur when feedback was negative, incomprehensible, contradictory, or lacked relevance. Maladaptive feedback agency was reported to be exercised by students when teacher-student relationships were affected by mistrust, negativity, or disagreements. The results indicated a summative assessment culture with some formative traits.

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