Students make various types of mistakes in their language learning including slips, errors, and attempts. When assessing student performance, teachers provide both explicit and implicit feedback through praise, comments, grades, and reports. During oral work, it is best to correct mistakes as late as possible and feedback should be personalized. When providing written feedback, teachers should ensure it is legible, focuses on important aspects, uses a positive tone, and gives a manageable amount of constructive criticism and praise. Feedback should also be timely, use helpful styles and correction symbols, and consider the student perspective.

1. Mistakes andMistakes and
FeedbackFeedback
Yessenia Perez
Dayana Cobo
Jovana Díaz
Adriana Oliveros
Luis Silva

2. Students Make MistakesStudents Make Mistakes
 According to Julian Edge (1989) we can divide Mistakes into
three categories:
 Slips.
 Errors.
 Attempts.
 L1 “interferences”.
 Developmental errors.

3. Assessing StudentsAssessing Students
PerformancePerformance
 Teachers assessing students:
 Explicit – Implicit
 Praise – Blame
 Praise – Junkies
 Comments
 Mark and Grades
 Reports
 Students Assessing Themselves:
 Do you think that’s right?

4. Feedback During OralFeedback During Oral
WorkWork
 Accuracy and Fluency:
 “The immediate and constant correction of all errors is not necessarily
an effective way of helping course participants improve their English”
 “The best answer to the question of when to intervene in learner talk is:
as late as possible” (Lynch 1997: 324)
 “Correction is a highly personal business and draws, more than many
other classroom interactions, on the rapport between teacher and
students” “Different students have different preferences” (Philip
Harmer)
 Expression
 Hinting
 Reformulating
 Feedback during accuracy work:
 Repeating
 Echoing
 Statement and question

5.  Feedback during fluency work: The way in which we respond to
students when they speak in a fluency activity will have a significant.
 Getting it right
 Gentle Correction
 Recording Mistakes
 After the Event

6. Written FeedbackWritten Feedback
 What students want:
 Students wanted their teachers
 • Not use red pen because students felt that it ruined their work.
 • To write legibly so that comments could be read.
 • “To write statements that could be understood.” (Paul Black et al. 2003, p. 44.)

7. Feedback SandwichFeedback Sandwich
 People seem to cope better with the Good News first, then the Bad News and finally ending
with more
 Good News. One way to do this is to use the “feedback sandwich [that] has three features:
 • First strengths are identified (praise).
 • Weaknesses (development needs) are identified.
 • Options for improvement are explored. End on a positive note.” (Haines, 2004, p. 20)

8. Consider These Facets OfConsider These Facets Of
FeedbackFeedback
 • Legibility - can your students read - and understand - your written annotations?
 • Importance - are you giving feedback on the highest priority aspects of the work?
 • Quality - the format, tone and mode
 e.g. it is better if marks and grades are absent if you want the comments to be read and acted
upon
 • Quantity - a manageable amount for students to take in (no more than 3 criticisms?) - try
using the sandwich.
 • Timing - frequency: how often? and timeliness of response: how long after the task is
completed is
 feedback just too late?
 • Style - types of comments that are helpful and unhelpful.

9. CORRECTING: (Correction symbols) Many teachers use correction codes to indicate that
students have made mistakes in their written work.

10. • I live in a house in Izmit. It isn't old or modern; it is a normal
Turkish house. It is near the sea; it takes about ten minutes to
go to the seaside. In the house, there are two bedrooms, one
living room and two other rooms that we use as dining rooms.
Naturally, we have a kitchen, a bathroom, a toilet, and a little
garden. My parents spend their time growing vegetables and
fruit there.