English as a Foreign Language Teachers’ Perception of Effective Feedback

SEDEN, Kinley and Roman ŠVAŘÍČEK. English as a Foreign Language Teachers’ Perception of Effective Feedback. Journal of the International Society for Teacher Education. 2018, vol. 22, No 2, p. 36-46. ISSN 1029-5968.

Basic information

• Original name: English as a Foreign Language Teachers’ Perception of Effective Feedback
• Authors: SEDEN, Kinley and Roman ŠVAŘÍČEK.
• Edition: Journal of the International Society for Teacher Education, 2018, 1029-5968.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Denmark
• Confidentiality degree: is not subject to a state or trade secret
• WWW: Link
• Organization unit: Faculty of Arts

Abstract

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.