English as a Foreign Language Teachers’ Perception of Effective Feedback

SEDEN, Kinley a Roman ŠVAŘÍČEK. English as a Foreign Language Teachers’ Perception of Effective Feedback. Journal of the International Society for Teacher Education. 2018, roč. 22, č. 2, s. 36-46. ISSN 1029-5968.

Základní údaje

Originální název

English as a Foreign Language Teachers’ Perception of Effective Feedback

Autoři

SEDEN, Kinley a Roman ŠVAŘÍČEK

Vydání

Journal of the International Society for Teacher Education, 2018, 1029-5968

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Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Dánsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Link

Organizační jednotka

Filozofická fakulta

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Anotace

V originále

Giving effective feedback to students has been identified as a key strategy in learning and teaching, but we know little about how effective feedback is comprehended by teachers. Using a range of data sources, this qualitative interpretive study examined how 10 teachers of English as a foreign language from seven lower secondary schools, teaching grades 7-9, with students aged 12-14 in the Czech Republic, perceived effective feedback to be in relation to student learning and how these feedback practices influenced these perceptions within the classroom. The findings showed that teachers perceived formative nature of feedback to be effective; however, most teachers’ feedback practices were found to be archaic in nature. Additionally, the study hypothesizes that this ineffective practice of teachers’ feedback was mostly influenced by contextual factors such as institutional, educational, cultural, and social norms. Furthermore, the findings showed some feedback types are overemphasised, while some are underutilized.