Investigating Types and Features of Teacher Feedback in High School English Class
Abstract
types and features of the classroom feedback in the high school English classroom and a combination of video-observation and
questionnaire approach was applied to systematically identify the frequently-used types and investigate features of teacher feedback in the
six public high-quality demonstration classes. The results show that 15 feedback types and four frequently applied types, namely Positive Feedback, Elicitation and Repetition in single type, and positive Feedback &Repetition in mixed feedback. Moreover, the study also
reveals that frequency of specific feedback types is different from the two sub-categories and the usage of feedback is divergent among
teachers. The present study may provide insightful implication for teachers profession development and contributes to improve their
feedback during teaching.
Keywords
Full Text:
PDFReferences
[1] Blikstad-Balas, M. (2017). Key Challenges of Using Video When Investigating Social Practices in Education: Contextualization, Magnification, and Representation. International Journal of Research and Method in Education, no. 40, pp. 511-523.
[2] Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, no.77(1), pp. 81-112.
[3] Lyster, R. (1998). Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms. Language Learning, no. 48(2), pp. 183-218.
[4] Mackey, A., & Gass, S. (2006). Introduction. Studies in Second Language Acquisition,no. 28, pp. 169-178.
[5] Van Den Bergh, L., Ros, A., & Beijaard, D. (2013). Feedback During Active Learning: Elementary School Teachers’ Beliefs and Perceived Problems. Educational Studies, no.39(4), pp.418-430.
DOI: http://dx.doi.org/10.18686/ahe.v7i22.9703
Refbacks
- There are currently no refbacks.
