Course paper Theme: giving automated and consecutive feedback to students

Peer feedback

Peer feedback, where one learner gives feedback to another, is often recommended by both methodologists and researchers.
Peer feedback is likely to be most effective when it is integrated into classroom practice as a normal and regular activity, rather than as a one-off.

Giving techniques of feedback

1

• Giving automated feedback

2

• Giving consecutive feedback

CONCLUSION

Giving good feedback is a skill that requires practice. Research has identified choices about feedback strategies and content most likely to give students the information they need to improve and the motivation to use it. Nevertheless, applying this knowledge artfully and effectively to your own classroom requires practice.

REFERENCES

• Harmer, J. The Practice of English Language Teaching 5th Edition. Harlow: Pearson Education.2015.p.42-56
• Hattie J. and Timperley H. The Power of Feedback. Review of Educational Research.2007.p. 81–112.
• Susan M. Brookhart. How to give effective feedback.USA:Cover art copyright.2008.p.36-45
• Burkert, A. and Wally, J. Peer-reviewing in a collaborative teaching and learning environment. Frankfurt: Peter Lang.2013.p. 69–85
• Campbell N. and Schumm Fauster J. Learner-centred feedback on writing: Feedback as dialogue.Frankfurt: Peter Lang.2013.p. 55–67
• Dörnyei, Z. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.2001.p.26-35
• Doughty, C. Cognitive underpinnings of focus on form.Cambridge: Cambridge University Press.2001.p. 206–257
• Edge J. Mistakes and Correction. London: Longman.1990.p.116-119
• Ellis R. A typology of corrective feedback types. ELT Journal.2009.p.97–107.