FEEDBACK

AND ERROR
CORRECTION
ENGLISH ED 504
01 02 03 04 05
Strategies
What is Research Types of Which
for Giving
feedback on Feedbac Errors Feedback
? Feedbacks k should be
corrected
?
“Speak a word of
affirmation at the right
moment in a child’s life
and it’s like lighting up a
whole roomful of
possibilities”
-Gary
Smalley
 What is
Feedback?
 a process in which the effect or
output of an action is
‘returned’( fed-back) to modify the
next action.

 Based on Hattie and

Timperley’s(2007) work, feedback
can be defibed as ‘information
provided by an agent with respect
to one’s performace or
understanding.
 RESEARCHERS CONTRIBUTIONS
ON FEEDBACK

Thorndike(1898) Page(1958) Hattie & Timperley

effective feedback must answer 3 major

reinforcement theory of questions:
motivation or 1. Where am i going?
GRADES vs. comments
“LAW OF EFFECT” 2. how am i going?
3. where to next ?
 TYPES OF FEEDBACK
EVALUATIVE DESCRIPTIVE CORRECTIVE

POSITIVE NEGATIVE REMINDER SCAFFOLD EXAMPLE EXPLICIT IMPLICIT

PROMPT PROMPT PROMPT
Explicit

Recast

Clarification Request

Metalinguistic Cues
Elicitation
Repetition
EVALUATIVE FEEDBACK
 over all idea of how you did.
 sumps up achievement and assigns a label. It expresses a judgements.
 It may take the form of :
.
 a. approval- That’s a good essay. You’ve done well.
b. disapproval- That’s not good enough.
c .reward- Gold Stars
d. punishment-Write it out again

i. Grades- A, B, C, D, F.
ii.Letters- P for proficient, D for developing, B for beginning
iii. Levels- I, II, III, IV
iv.Symbols-Plus, Minus, Checks
 DESCRIPTIVE FEEDBACK XL

 offers information about the work, product, or Specific Outcome:

performance relative to the intended learning. Students will recognize oral
traditions, narratives and
 looks toward improvement. stories as valid sourcesof
knowledge about the land,
Characteristics of Effective Descriptive feedback: culture, and history.
 neutral Example Teacher Comment:
 focuses on intended learning What a wonderful story of your
 shows where the work is right or wrong and tells why. grandparent in your journey to
 pinppoints strengths and identifies areas of Canada.Now you need to
improvements. identify what we can learn
 can be used by students to improve. from their story about land,
culture & history. Select a
graphic organizer and share
this information. You might be
surprised to see how much
good information in their story.
 TYPES OF DESCRIPTIVE FEEDBACK
Clarke (2003) suggest three types of prompts for providing feedback, dependent on the
needs of the student.

Reminder Prompt: Remember

the first rule on subject verb
agreement?

Example Prompt: Why dont

Scaffold Prompt:Why
you use a simile to describe
don’t you try using a simile
your character. Try ‘ he
to decide how he eats?
gulped down his food like a
pelican
 2 Types of Corrective
Corrective Feedback
Feedback Implicit- can simply be
 it takes the form of responses to restating an error filled
learner utterances that contain an response in a correct
error. format.

 The responses can consist: Explicit-pointing out why and

how the answer was
(a) an indication that an error has been wrong followed by an
committed. explanation on the correct
(b) provision of the correcr target way to use the language.
language form,and
(c) metalinguistic information about the
nature of the error or any combination
of these.
 WAYS TO ACCOMPLISH CORRECTIVE FEEDBACK
EXPLICIT
1 CORRECTION
Clearly indicates that the student’s utterance was incorrect, the teacher
provides the correct form.

Student: I hurted my foot.

Teacher: No, not hurted-hurt.

2 Teacher rephrases the student’s utterances to eliminate erros.

RECAST

Student: You can count with me!

Teacher: You can count on me!
3
CLARIFICATION Teacher indicates to the student that they didnt understand what the student said.
REQUEST
Student: I go my yob.
Teacher: Pardon?
4
WAYS TO ACCOMPLISH CORRECTIVE FEEDBACK
METALINGUISTIC Commenting or asking questions about the form of
CUES
the student’s utterances without explicitly correcting it.

Student: He like to eat Pizza.

5 Teacher: Do we say, “ he like”?

ELICITATION Techniques used to get the student to produce the correct forsm,
either by completing the teacher’s own restatement , asking the
student questions about how something shoufd be said or asking
students to repeat utterances in a reformulated version.

Teacher: Say that again...

Its a......
How do we say that in French?
6 Teacher repeats back the incorrect utterance with
REPETITION
rising intonation or emphasis so that students knows
which part is in need of repair.

Student: He go to the school.

Teacher: He go to the school?
Student: He goes to the school.
WRITTEN FEEDBACK XL

When feedback is given in writing, some students:

 have difficulty understanding the points the teacher

is trying to make.

 are unable to read the teacher’s writing.

 can’t process the feedback and understand what to

do next.
WRITTEN FEEDBACK XL

Findings from research showed that:

 Students given only marks made no gain from the first to the second
lesson.

 Students given onlu comments scored on average 30% higher.

 Giving marks alongside comments cancelled the beneficial effects of

the comments.
WRITTEN FEEDBACK XL

Clarke (2001)

Findings from Clarke’s research:

 too many criteria making it very difficult for specific feedback to be

given.

 too much information on their marking which students find

overwhelming and difficult to take in.
THREE TYPES OF WRITTEN FEEDBACK XL

According to Hyland and Hyland (2001) , there are three broad types of written
feedback:

1 . Praise(Praising) encourages the reoccurence of appropriate language

behaviors where writers where credited for some characteristics attributes or
skills(Holmes, 1988).

2. Criticism- is a negative comment used by reviewers in expressing their

dissatisfaction with the text.

3. Suggestions- related to criticism but has a positive orientation.

WHICH ERRORS SHOULD THE TEACHER XL
CORRECT?
 In teacher training guides, it is common to differentiate errors, mistakes and slips but the
choice of term varies confusingly from one guide to another.

 Corder(1967) errors are commonly categorized in two:

a. errors in performance caused by time pressure and competing attentional resources

(Performance errors).
b.errors caused by a lack of knowledge or misaaplication of knowlegde.(Competence errors)

a. Global Errors- involve wrong word order in a sentence.

b. Local Errors -involve noun and verb inflections, the use of

articles, prepositions and auxiliaries.
STRATEGIES FOR GIVING FEEDBACK
1. Using Praise
 Praising students for good performance ie believed
to increase motivation and to foster positive attitudes
to learning (Ellis & Shintani, 2013:250).

 Praise is effective when specific.

STRATEGIES FOR GIVING FEEDBACK
2. Highlighting accurate and appropriate language use ,
rather than indicating errors,

• In general education contexts, it has been found

out that feedback on correcr responses is more
effective than feedback on incorrect responses.
STRATEGIES FOR GIVING FEEDBACK
3. Planning the Monitoring of Speaking Activities

 Teachers should decide , in advance of the activity that for

some groups they will focus on the content and for others
they will focus on examples of accurate or appropriate
language use.
STRATEGIES FOR GIVING FEEDBACK
4. Adopting a Supportive Manner
 The potential for anxiety will be reduced if teachers maintain a tactful,
supportive and sensitive manner in any intervention during or after a
speaking activity.

 Correcting students as Harmer(2007:26), observes , is always a delicate

event.

 With some classes and some individuals , it may be worth devoting some
time ensuring that students understand the purpose of corrective feedback
if this will lower their anxiety levels(Zhang & Rahimi, 2014: 430)
STRATEGIES FOR GIVING FEEDBACK

5. Encouraging Positive Feedback from Peers

At the end of a pair or group work activity, students can

be asked to tell their peers one or more things that they
did well.
STRATEGIES FOR GIVING FEEDBACK
6. Showing interest in the content of what
students have said.
Comments such as : These can act as positive
reinforcemnet to the focus on the
 That was an original idea , content of the speaking activity.
 I’d never thought of that .
 Oh you’ve been saying
interesting but i didnt catch all of
it, could you tell us again?

-
CONCLUSION
 Classrooms are complex , diverse, and unpredictable places. Decision by
teachers about whether or not and how to give feedback usually have to be
made in the ‘ heat of the moment.’

 Errors may occur but they are oppurtunities for learning and even when a
teacher’s approach to feedback seems to be effective little will be lost from
experimenting with something new.
 REFERENCES
https://federation.edu.au/staff/learning-and-teaching/teaching-practice/feedback/types-of-feedback?
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https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-
accreditation/strong-start-great-teachers/refining-practice/feedback-to-students/types-of-feedback?
fbclid=IwAR22ngprxLPEtQ-QNcZ4jHKNmSyxxKCpPLsZUiJaqb9XamNNRrezBfizUZg

https://blog.citl.mun.ca/instructionalresources/types-of-feedback/?
fbclid=IwAR0qkdKmTNQ2FN162qd3Jzj6hslGkf-JxZcZ6sVPcWBuMRnNiYcGBG-WBZo

https://www.slideshare.net/StefaanVandeWalle/writing-effective-feedback-40073032?
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https://www.slideshare.net/gregfam/effectivefeedback?
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