Difference Between Feedback On Oral Production And On Written Production

Christensen had an English teacher her freshman year of high school that had caused her embarrassment when she a differing pronunciation of the word “lawyer”.From then on, Christensen would over analyze everything she would say. As minor as her experience may have been, it caused her to developed a complex regarding her verbal communication. This complex remained with her through the years and later impacted her teaching methods.

In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:

Praise and feedback should be used and given individually. These two are different but yet the same. Providing praise can build students self-confidence whereas, feedback can have either a positive or negative outcome. With feedback we as educators need to monitor student’s behavior and performance as well. Both should be used before, during, and after a lesson or assessment is given to

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Feedback both positive and negative is important for personal development as it helps us to become more aware of what we do and how we do it. Both in good and bad ways, this feedback can then be used to self-develop and improve our practice.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Learners should be given the opportunity to provide feedback throughout the course, this is necessary in order to evaluate teaching. Feedback from learners can be obtained informally as a group discussion or individually. Daines advises (2006:29) “People do expect feedback about what they are doing. Constructive feedback tells them that they are on the right lines, working to an appropriate standard and provides them with ideas on how to improve and develop. It is, motivating and confirms that what’s being

With metalinguistic feedback, the teacher does not provide the correct form but “comments, information, or questions related to the well-formedness of the student’s utterance” as Lyster and Ranta (1997: 47) states. Metalinguistic feedback is a corrective feedback form of implicit correction which implies ways of negotiation of form without explicitly providing the correct form. It generally provides either some grammatical metalanguage that refers to the nature of the error or a word definition in the case of lexical errors. It can also be body language which involves non-verbal cues such as facial expressions or hand movements to indicate errors about word order or tense. (Lyster and Ranta, 1997). For example:

Feedback: 1 minute; I will discuss mainly the second questions and elicit their reasons for choosing the answers. I believe feedback is one important part of teaching language A lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’...” (Learning Teaching, Third edition 2005, Jims Scrivener, Macmillan)

I utilized the feedback provided by my instructor to improve my performance on subsequent responses and coursework.