The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum
Abstract
As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers’ practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher’s feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher’s notes on the pre-service English language teacher’s provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing pre-service English language teachers’ feedback giving practices.
References
Bao, R. (2019). Oral corrective feedback in L2 Chinese classes: Teachers’ beliefs versus their practices. System, 82, 140-150. https://doi.org/10.1016/j.system.2019.04.004
Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 1-13. https://doi.org/10.1016/j.jslw.2019.100671
Brookhart, S. M. (2008). How to give effective feedback to your students. Association for Supervision and Curriculum Development
Brooks, C., Burton, R., Van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 1-10. https://doi.org/10.1016/j.tate.2021.103387
Cambridge University Press. (2020). Giving feedback to language learners. CUP. Retrieved from https://www.cambridge.org/gb/files/4415/8594/0876/Giving_Feedback_minipaper_ONLINE.pdf.
Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: A need for teacher–student partnerships. Higher Education Research & Development, 39(3), 425-438. https://doi.org/10.1080/07294360.2019.1684455
Carvalho, C., Santos, N. N., António, R., & Martins, D. S. M. (2020). Supporting students’ engagement with teachers’ feedback: the role of students’ school identification. Educational Psychology. https://doi.org/10.1080/01443410.2020.1849564
Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System, 84, 41-52. https://doi.org/10.1016/j.system.2019.04.003
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston, MA: Pearson.
Ellis, R. (2012). Language teaching research and language pedagogy. Malden, MA: John Wiley & Sons, Inc.
Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1-13. https://doi.org/10.1016/j.jslw.2018.05.005
Engwall, O., & Bälter, O. (2007). Pronunciation feedback from real and virtual language teachers. Computer Assisted Language Learning, 20(3), 235-263. https://doi.org/10.1080/09588220701489507
Fletcher, A. K. (2018). Help seeking: agentic learners initiating feedback. Educational Review, 70(4), 389-408. https://doi.org/10.1080/00131911.2017.1340871
Gamlem, S. V. (2015). Feedback to support learning: changes in teachers’ practice and beliefs. Teacher Development, 19(4), 461-482. https://doi.org/10.1080/13664530.2015.1060254
Guo, W. (2021). Gender differences in teacher feedback and students’ self-regulated learning. Educational Studies. https://doi.org/10.1080/03055698.2021.1943648
Ha, X. V., & Murray, J. C. (2021). The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 1-14. https://doi.org/10.1016/j.system.2020.102405
Han, Y., & Xu, Y. (2020). The development of student feedback literacy: the influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680-696. https://doi.org/10.1080/02602938.2019.1689545
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487.
Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education, Assessment & Evaluation in Higher Education, 44(8), 1237-1252. https://doi.org/10.1080/02602938.2019.1599815
Hsiao, Y. P., Brouns, F., Van Brugen, J., & Sloep, P. B. (2015). Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks. Educational Studies, 41(5), 499-512. https://doi.org/10.1080/03055698.2015.1062079
Hu, G., & Choo, L. (2016). The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching, 22(3), 329-349. http://dx.doi.org/10.1080/13540602.2015.1058591
Kılıçkaya, F. (2019). Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1668811
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer.
Li, D., & Zhang, L. (2021). Contextualizing feedback in L2 writing: the role of teacher scaffolding. Language Awareness. https://doi.org/10.1080/09658416.2021.1931261
Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46-60. https://doi.org/10.1016/j.jslw.2019.05.004
Mahalingappa, L., Polat, N., & Wang, R. (2021). A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S. Language Awareness. https://doi.org/10.1080/09658416.2021.1900211
Mahvelati, E. H. (2021). Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation, 70, 1-21. https://doi.org/10.1016/j.stueduc.2021.100995
Niu, R., Shan, P., & You, X. (2021). Complementation of multiple sources of feedback in EFL learners’ writing. Assessing Writing, 49, 1-13. https://doi.org/10.1016/j.asw.2021.100549
Peled, Y., Shalom, O. B., & Sharon, R. (2014). Characterisation of pre-service teachers’ attitude to feedback in a wiki-environment framework. Interactive Learning Environments, 22(5), 578-593. http://dx.doi.org/10.1080/10494820.2012.731002
Peterson, S. S., & Porter, C. (2014). Grade one peer and teacher feedback on student
writing. Education 3-13, 3(13), 237-257. https://doi.org/10.1080/03004279.2012.670256
Ropohl, M., & Rönnebeck, S. (2014). Making learning effective – quantity and quality of pre-service teachers’ feedback. International Journal of Science Education, 41(15), 2156-2176.
Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2021). Identifying the components of effective learner-centred feedback information. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1913723
Saeed, M. A., & Al Qunayeer, H. S. (2020). Exploring teacher interactive e-feedback on
students’ writing through Google Docs: Factors promoting interactivity and potential for learning. The Language Learning Journal. https://doi.org/10.1080/09571736.2020.1786711
Singh, K., & Mueller, J. (2021). Taking a nuanced view of the role of teacher feedback in the elementary classroom. Teachers and Teaching.
https://doi.org/10.1080/13540602.2021.1933415
Tan, F. D. H., Whipp, P. R., Gagne, M., & Van Quaquebeke, N. (2020). Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education, 87, 1-12. https://doi.org/10.1016/j.tate.2019.102930
Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.
Thurlings, M., Vermeulen, M., Kreijn, K., Bastiaens, T., & Stijnen, S. (2012). Development of the teacher feedback observation scheme: Evaluating the quality of feedback in peer groups. Journal of Education for Teaching, 38(2), 193-208. https://doi.org/10.1080/02607476.2012.656444
Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 1-14. https://doi.org/10.1016/j.system.2020.102247
Van der Kleij, F., & Adie, L. (2020). Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice. Assessment in Education: Principles, Policy & Practice, 27(3), 252-270. https://doi.org/10.1080/0969594X.2020.1748871
Vattøy, K. D. (2020). Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation, 64, 1-10. https://doi.org/10.1016/j.stueduc.2019.100828
Vattøy, K. D., & Gamlem, S. M. (2020). Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371-389. https://doi.org/10.1080/0305764X.2019.1707512
Wang, B., Teo, T., & Yu, S. (2016). Teacher feedback to student oral presentations in EFL classrooms: A case study. Journal of Education for Teaching, 43(2), 262-264. https://doi.org/10.1080/02607476.2016.1257507
Wei, W., & Yanmei, X. (2018). University teachers’ reflections on the reasons behind their changing feedback practice. Assessment & Evaluation in Higher Education, 43(6), 867-879. https://doi.org/10.1080/02602938.2017.1414146
Yu, S. (2021). Feedback-giving practice for L2 writing teachers: Friend or foe? Journal of Second Language Writing, 52, 1-14. https://doi.org/10.1016/j.jslw.2021.100798
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
- View 347 times Download 347 times pdf
Copyright (c) 2021 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
