Investigating teacher perceptions of feedback

Lee, Hwee Hoon; Leong, Alvin Ping; Song, Geraldine

doi:10.1093/elt/ccw047

Cited by 17 publications

(20 citation statements)

References 13 publications

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“…(…) Teachers who operate without awareness of their students' points of view often doom students to dull, irrelevant experiences, and even failure. Interestingly, this move from behaviouristic towards humanistic and constructivist approaches has not been fully reflected in research -although there is a relatively large body of studies on teachers' perceptions of and beliefs about different facets of teaching (Lee, Leong & Song, 2016;Pajares, 1992) and assessment (e.g. Leung, 2004;Sahinkarakas, 2012), our understanding of learners' perceptions of the foreign language (FL) learning and teaching, particularly in terms of assessment, is limited.…”

Section: Notementioning

confidence: 99%

Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych

Czura

2019

Neofilolog

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Learners’ perceptions of teacher assessment practices shape a unique classroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.

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Section: Notementioning

confidence: 99%

Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych

Czura

2019

Neofilolog

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“…Some studies have highlighted the impact of contextual constraints like limited time, exam pressure and instructional requirements in teacher practices of providing feedback (e.g. Lee 2009;Lee, Leong and Song 2017). Besides, research has also shown that classroom experiences play a role in constructing language teachers' beliefs, and guide their selection and adjustment of teaching strategies for coping with everyday instructional challenges (Borg 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Experienced EFL teachers’ beliefs about feedback on student oral presentations

Wang¹,

Yu²,

Teo³

2018

Asian. J. Second. Foreign. Lang. Educ.

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Although a number of studies have examined EFL teachers' beliefs of feedback on student writing, few have investigated teachers' feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers' beliefs about feedback on oral presentations in terms of the nature, focus, interpersonal functions, strategies and source of teacher feedback. Using semi-structured interviews and classroom observations, this study identified six major beliefs about feedback on student oral presentations and provided implications regarding how EFL teachers provide effective feedback to enhance student performance in oral presentations.

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“…Another reason that motivates this study is to investigate the effectiveness of oral feedback to assist and improve students' English language proficiency. Regarding this matter, several studies have been found that investigates students' language improvement using feedback (Kahraman & Yalvac, 2015;Lee & Song, 2016;Elwood & Bode, 2014;Baz, 2016). However, most of the studies are focusing on written feedback instead of oral feedback.…”

Section: Introductionmentioning

confidence: 99%

Exploring ESL Teachers’ Insights on Corrective Oral Feedback in a Malaysian Secondary Education Context

Fadzil

Said

2021

MJSSH

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Feedback is one of the most significant elements in the process of teaching and learning. It serves as a tool to enhance students’ second language proficiency. Thus, the purpose of this study is to investigate how oral feedback is viewed and how it has been maneuvered to assist second language learner’s linguistic competence from the viewpoint of English teachers. Teachers’ perception of feedback is very important because it will determine the amount of feedback used in the process of teaching and learning. This is a qualitative study employing case study research design. It was conducted to 10 English language teachers from secondary schools in Malaysia The instrument used in this study was a semi-structured interview. Data collected from the interview were analyzed using thematic analysis. Several themes have been found during data analysis such as feedback as tool for motivation, oral feedback and learning from mistakes, students’ acceptance of teachers’ oral feedback and feedback as a medium to develop language proficiency. The result indicated that English teachers in Malaysia generally showed positive perception of oral feedback. Furthermore, teachers also reported to have noticed improvement in students’ language competence by listening to teachers’ feedback. Therefore, appropriate measure should be taken to ensure that teachers can provide effective oral feedback during teaching and learning.

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Investigating teacher perceptions of feedback

Abstract: Investigating teacher perceptions of feedback

Cited by 17 publications

References 13 publications

Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych

Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych

Experienced EFL teachers’ beliefs about feedback on student oral presentations

Exploring ESL Teachers’ Insights on Corrective Oral Feedback in a Malaysian Secondary Education Context

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