CEYLAN AKBULUT
2013177002
3N3

     TYPES OF FEEDBACK

 

 



What is feedback?

According to Merriam-Webster, feedback is: "the partial reversion of the effects of a process to its source or to a preceding stage" and "the transmission of evaluative or corrective information about an action, event, or process to the original or controlling source"

Types of feedback

• Recast: is an instructor's rephrasing student's utterance, so that the utterance is correcin its grammatical form and-or its meaning.

          Example:      
         S: Yesterday I am sick, and I stay home.
         T: Yesterday I WAS sick, and I STAYED home.

•  Error correction : refers to the assistance provided by either expert, peer, or self, with reference to any shortcomings on the part of a second language student in the target language. It can be oral, written, or non-verbal.

           Example:      
           S: Yesterday I am sick, and I stay home.
           T: Yesterday I WAS sick, and STAYED home.Remember, we are trying to create
                 sentences in the past tense, not the present.

•  Self correction : the correction or compensation of the mistakes/errors made by oneself.

         Example:
          One example of self correction may be a student figuring out on his own which errors necessitate correction based on input/hints provided by an instructor, without that instructor actually doing the correcting. It appears to be scaffolding within the realm of learning how to recognize and remedy one's own errors through expert assistance.

•  Positive feedback : encourages a student to repeat and/or expand upon a given contribution in the target language. It is very similar to what psychologists would refer to as a positive reinforcer.

            Example:
            T: What is today's date?
            S: Today is Tuesday, October 31.
            T: Very good! And which year?
            S: 2006.
            T: Great job!

• Negative feedback : according to Merriam Webster, is "feedback that tends to dampen a process by applying the output against the initial conditions."

           Example:
            S: "Last weekend I go to movies and write paper for class."
           T: "No, that's not exactly how we would say that. Listen, Last weekend I went to the
            movies and I also wrote a paper for class."

             (The Teacher might follow this recasting with an explanation of past tense verbs as
            well as definite and indefinite articles if the student's language doesn't have them, as
            this example suggests.)

• Informational and/or motivational feedback : corrects errors that the learner commits. Motivational feedback motivates the learner to try harder. Informational feedback should always be motivating, but motivational feedback does not always provide information.”

           Example:
            A smile or a word of encouragement.

 

What are the teachers' and the students' roles?

Teachers’ roles

1.  Tell students why and how they correct. Teachers need to be clear about why and how they give feedback.

For example, the teacher gives a composition exam and a student makes a mistake like this one:
"I goes to school."

(The teacher does not need to correct all the mistakes students made; instead, the teacher can give feedback by drawing attention to the error without correcting it, like this: 
"I goes to school (conjugation).")

• The teacher has to explain “why” he does not correct entirely: by correcting mistakes by themselves, students can learn more. That is why the teacher gives just a hint, and lets students correct their own mistakes. In order to tell students “how” the teacher corrects, the teacher explains in the class: If you see “conjugation”, it means the subject does not correspond to the verb.

       2.    Specify students’ role: It is important that students respond to the feedback. In order to get the response, the teacher must assign something that can make students respond. For example, the student that made the mistake above has to rewrite the sentence using the hint that the teacher gave. Therefore, the teacher asks students to rewrite and turn in the composition again. When the teacher grades the composition, the teacher should give the grade of both compositions: the one they turned in first and the rewrite. By grading the rewrite, students can be motivated to correct their mistakes according to the teacher feedback.

 

 

 Students’ roles

Recognize and learn from errors.

• Reception: Students have ultimately to take first, the feedback provided to them. Only then, they can be proactive to this correction.
• Proaction: The proaction confers students the good attitude of looking only for comprehensions (of both the error they make and the feedback provided) and make them avoid some negative reactions such as arguing with the teacher to show at all costs that they are right.
• Written: When students get back a written assignment or a written test, then they should not only read their grade, but also read what the teacher corrected and what for notes the teacher wrote about the errors.
• Oral: When a student gives a wrong pronunciation, the teacher gives the correct pronunciation and the student imitates it. Students’ roles are to repeat the right pronunciation as many times as possible. When students have an oral exam, teachers should give feedback, but the oral proficiency is not something students can improve on in a day. Students’ roles are to take the time and speak the language as regularly as possible, and they usually have to wait a minimum of a couple of months until they take the next oral exam and can show their improvement.

THE CHARACTERISTICS OF GOOD AND BAD FEEDBACK

 

To be effective, feedback needs to be;

 

• clear
• purposeful
• meaningful
• compatible with students' prior knowledge
• to provide logical connections
• timely
• appropriate amount
• specific

credible

 Feedback Timing

Purpose: For students to get feedback while they are still mindful of the learning target For students to get feedback while there is still time for them to act on it
Examples of Good Amounts of Feedback	Examples of Bad Amounts of Feedback
Returning a test or assignment the next day Giving immediate oral responses to questions of fact Giving immediate oral responses to student misconceptions Providing flash cards (which give immediate right/wrong feedback) for studying facts	Returning a test or assignment two weeks after it is completed Ignoring errors or misconceptions (thereby implying acceptance) Going over a test or assignment when the unit is over and there is no opportunity to show improvement

Amount of Feedback

Purpose: For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on "teachable moment" points but not an overwhelming number
Examples of Good Amounts of Feedback	Examples of Bad Amounts of Feedback
Selecting two or three main points about a paper for comment Giving feedback on important learning targets Commenting on at least as many strengths as weaknesses	Returning a student's paper with every error in mechanics edited Writing comments on a paper that are more voluminous than the paper itself Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

 
 
Feedback Mode

Purpose: To communicate the feedback message in the most appropriate way
Examples of Good Feedback Mode	Examples of Bad Feedback Mode
Using written feedback for comments that students need to be able to save and look over Using oral feedback for students who don't read well Using oral feedback if there is more information to convey than students would want to read Demonstrating how to do something if the student needs to see how to do something or what something "looks like"	Speaking to students to save yourself the trouble of writing Writing to students who don't read well

 Feedback Focus

Purpose: To describe specific qualities of the work in relation to the learning targets To make observations about students' learning processes and strategies that will help them figure out how to improve To foster student self-efficacy by drawing connections between students' work and their mindful, intentional efforts To avoid personal comments
Examples of Good Feedback Focus	Examples of Bad Feedback Focus
Making comments about the strengths and weaknesses of a performance Making comments about the work process you observed or recommendations about a work process or study strategy that would help improve the work Making comments that position the student as the one who chooses to do the work Avoiding personal comments	Making comments that bypass the student (e.g., "This is hard" instead of "You did a good job because …") Making criticisms without offering any insights into how to improve Making personal compliments or digs (e.g., "How could you do that?" or "You idiot!")



        REFLECTION

Feedback is part of the learning process.I think feedback should encourage and motivate learners.Therefore; I would prefer positive feedback and informational feedback , not the motivational feedback (motivational feedback does not always provide information).Also,I think self-feedback is an important one for the learners.Because learners can obviously understand the mistake and catch it.They will be active learner by self correcting.