Oral: ‘Well done. That was very good, It was much better than last time. You really thought about the presentation.'
Progress, effort, achievement.
Encouraging the learnerand telling her she did well (praising).
Oral: ‘Have another look at number four. There’s a problem with spelling and 1 think there are more than two people.1
Language and content.
identifying where there was a problem and prompting what the learner needs to do to correct her own answer.
Oral: 'Let’s look at the new structure on the board again, 1 think some of you have misunderstood how we use it,’
Language.
Reviewing a problematic language area with the whole class in an encouraging way.
Written: 'What an amazing story! You’ve used adjectives very well this time, but there were a few problems with past tenses. Have a look at the irregular verb list at the back of the textbook.’
Content, ideas, language, both strengths and weaknesses.
Giving a personal response to the piece of work in order to encourage the learner, identifying a positive aspect of the work (adjectives) and also giving exact information about one problem area and about where the learner could find useful reference material.
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Oral: ‘You’ve made good progress in all your work this month. Your written work is much more accurate.’
Language apd progress.
informing the learner of her progress and identifying an area where particular progress has been made; encouraging.
Written: ‘8/70%. Have a look at grammar section 5 at the back of the coursebook and check again the difference in meaning between the past simple and the past perfect.'
Language.
Giving a grade and informing the learner of what the problem was with their work and teliing them exactly what they need to review and how.
Orai: ‘You’ve done the pairwork activities quite well this week, but 1 heard too much Spanish and not enough English.’
Language, achievement and behaviour.
Encouraging learners, but also informing them about inappropriate behaviour. Monitoring students’ behaviour over several lessons to give feedback on changes, e.g, improvements in behaviour or worsening of behaviour.
Teachers can also elicit feedback from their learners. This feedback can give information on whether learners like what they are doing, whether they are interested in the materials or activities, or whether they are having problems with the language. Learners can also make suggestions for materials and activities to use. Teachers often use questionnaires or learner diaries to find out information from their learners.
In learner diaries, students write their feelings or comments on various aspects of teaching and learning as guided by the teacher, e.g. lesson content, activities, methodology, their own learning styles. Diaries can be written in 1Л or in the target language. Diaries are collected by the teacher on a regular basis. The teacher reads the comments and writes something in response to the content of what he/she has read: Iie/she does not correct the language. Learner diaries are not read by other learners or by other teachers. In this way teachers and learners can give and receive feedback within a safe and secure context. Feedback to learners can be linked to formal or informal assessment and can be given to learners in the classroom or during individual tutorials (small meetings between the teacher and one student or a few students to discuss their learning).
We can also write regular feedback in the form of comments, grades or marks on a learner's record sheet. The learner can keep this sheet in their portfolio or we might keep it with our records of their overall progress and achievement. We can use this feedback when we make our end-of-course assessment.
Learners can also give feedback to their classmates. This is called peer feedback. Peer feedback can be oral or written, and can cover the same focus areas as teacher feedback. Peer feedback is useful for all learners. The learners who give the feedback reflect on {think about) the work their classmates have done. The learners who receive feedback are given information on how they can improve. The learners are often guided by a feedback observation sheet. Young learners, though, are not able to give very detailed peer feedback because they are not yet able to think about their classmates' work very carefully. Peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous.
