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Providing Effective Corrective Feedback
1. L.L.E. JOSE FRANCISCO GOMORA AGUIRRE
JOSE.SPRECHENCLOUD.COM
Assignment 3. Corrective feedback teacher’s
guide
Feedback is a very important aspect in English language
learning and teaching. Feedback can be immediate, during
an activity, or delayed, at the end of an activity or
part of a learning program and can take various forms
depending on the purpose and context.
3. Feedback can be both summative (an evaluation, typically
given by a score, of a student’s work or at the end of a
period of study) and formative (information that is intended
to help the learner in some way, given continuously
during learning) (Lee, 2017, p. 11).
Feedback is information given to the learner about the learner’s
performance relative to learning goals or outcomes. It should aim
to (and be capable of producing) improvement in students’
learning.
Feedback
4. ERROR OR MISTAKE
Both refer to doing something wrong. However, 'mistake' is less formal, and it is insignificant compared to an 'error'. People make mistakes when they
already have the knowledge but lack concern and attention. However, 'error' is more formal and when people have errors, it is because the lack the proper
knowledge.
MISTAKE
A 'mistake' often happens
when someone has the proper
knowledge to do something.
However, they are not that
concerned. It is like a slip of
tongue. It is false less formal.
ERROR
An 'error', however, is more formal and it
happens when that person does no have
the proper knowledge do something. So,
they cannot correct it. They need
guidance.
Langeek. (12 de 08 de 2019). langeek.co. Obtenido de langeek.co: https://langeek.co/en/grammar/course/1204/error-vs-mistake
It is common practice to categorize errors as a
way of deciding which corrections will be most
beneficial. Useful categories include the following
• ‘Global errors’, i.e. those which interfere
with comprehension, rather than ‘local
errors’, which do not affect intelligibility,
• Errors that are made frequently by the
student(s), rather than infrequent error types,
• ‘Stigmatizing errors’, i.e. those which may
offend the target reader or interlocutor,
• Errors that are specific to the kind of spoken
interaction that students are engaged
in, or to the genre of text they are writing
(such as degrees of formality),
• Errors that can, after some prompting, be
self-corrected by the student, and
• Errors that are related to areas of language
which have recently been studied in class.
6. How to feedback my students?
Effective feedback is designed to determine a learner's level of understanding and skill development to plan the next steps
towards achieving the learning intentions or goals.
The most common type of feedback given by most teachers in most classrooms is corrective feedback, which focuses on learners’
errors (Hattie & Timperley, 2007, p. 91).
7. Guidelines
The choice of feedback techniques available to teachers is wide, but may be broadly
categorized by the degree of directness.
FEEDBACK
ON SPOKEN LANGUAGE
FEEDBACK
ON WRITTEN LANGUAGE
• The teacher says that they do not
understand the learner’s utterance.
• The teacher uses rising intonation to repeat
the phrase and stresses the error it contains.
• The teacher repeats the beginning of the
phrase which contained the error, but stops
before the error in order to elicit the correction.
• The teacher gives a short clue to the
way an error needs to be corrected
(e.g. ‘Past tense?’ or ‘Article?’)
• The teacher provides the corrected
form and stresses the correction.
• The teacher gives a short explanation
of why an error needs to be corrected
and provides the correct form.
• A mark in the margin indicates that there
is an error in a particular line of text.
• An error is underlined, but no
further information is given.
• A mark in the margin, accompanied by an
error code (such as ‘Sp’ for spelling, or ‘WO’
for word order), indicates that there is an error
of a particular kind in a particular line of text.
• An error is underlined, accompanied
by an error code.
• An error is underlined, accompanied by a brief
explanation of why a correction is needed.
• A correction is provided.
• A correction is provided, accompanied
by a brief explanation of why
the correction is needed
8. Feedback Advice
1. Praise their efforts, not their talents. It’s tempting to tell our kids just how smart and talented we think they are, but this type of praise may actually have a
negative effect in the long run.
2. Mistakes and errors don’t need to feel negative. In fact, people learn far more from their mistakes than from their achievements—so mistakes should be
something to celebrate!
3. Be specific. Offering feedback detailing exactly what students are doing well, or what they need to improve upon, can be infinitely more effective.
4. Explain feedback wherever possible. Take specific feedback even further by offering detailed explanations of why you chose to make those suggestions.
5. Start with a clear goal. If students know where they’re headed from the start, they’ll more easily be able to check back in during the process to make sure
they’re on track.
6. Keep it timely. Feedback is most valuable when it is given immediately following the task, or even during the process of completing it.
7. Feedback isn’t just for finished work. Try to be present to offer feedback to students throughout every step of the process, so they can put your suggestions
into practice right away
8. Give feedback one-on-one. By offering personal, one-on-one feedback, you’re showing your students that you’re aware of what they’re doing on an individual
level, and that you’re there to support them.
9. Allow time for questions and discussion. By offering students a chance to ask questions about feedback, we can give them an opportunity to understand it
with greater depth.
10. Student autonomy facilitates self-reflection. Giving students the autonomy to guide their own learning process will better enable them to stop and reflect
meaningfully as they go.
11. Feedback should come from many different sources. The feedback that resonates most with students doesn’t always come from the teacher, so
encourage your students to seek our feedback from their peers, families, heroes, and any other useful source they can find.
12. Teach students how to give (and recognize) useful feedback. By teaching students to give quality feedback to their peers, you’re also showing them what
quality feedback looks like when it’s coming back to them.
Limited, S. (12 de 07 de 2022). Studycat Limited. Obtenido de Studycat Limited.: https://studycat.com/14-ways-to-give-students-meaningful-feedback/
9. Conclusion
Feedback varies on every aspect of the
class; this will always be different by
group on group. When a teacher
recognizes the kind of group, he/she
has, then this one can set a guideline for
taking a good feedback to give it to the
students. No one can give a simple
feedback to all the students at the same
time because having a group means
having many variations on learning and
on receiving feedback. So, first step is
always recognizing the group.
10. Bibliografía
Langeek. (12 de 08 de 2019). langeek.co. Obtenido de langeek.co: https://langeek.co/en/grammar/course/1204/error-vs-mistake
Limited, S. (12 de 07 de 2022). Studycat Limited. Obtenido de Studycat Limited.: https://studycat.com/14-ways-to-give-students-meaningful-
feedback/
