자연주의적 탐구조사(Naturalistic Inquiry)

The power of feedback.

Individualism and collectivism

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Disciplinary Discourses: Social Interactions in Academic Writing

• Reports are submitted using a MS Word template. A simple report submission form will be emailed to program coordinators in August. • Results from Previous Year: Includes a summary of analyses for each measure. • Interpretations and Trends & Strategy for Improvement (“Full Report Addendum” within the MS Word template): Completed every 3 years and includes interpretations of analyses, trends over time, and strategies for improvement to be implemented during the next 3-year cycle.

Assessment for learning

Although a number of studies have examined EFL teachers’ beliefs of feedback on student writing, few have investigated teachers’ feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers’ beliefs about feedback on oral presentations in terms of the nature, focus, interpersonal functions, strategies and source of teacher feedback. Using semi-structured interviews and classroom observations, this study identified six major beliefs about feedback on student oral presentations and provided implications regarding how EFL teachers provide effective feedback to enhance student performance in oral presentations.

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Experienced EFL teachers’ beliefs about feedback on student oral presentations

Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms

Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students’ oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the methods used by an experienced Chinese teacher of English as a Foreign Language to provide feedback on student oral presentation tasks. Data analysis revealed that the teacher gave oral comments mainly on pronunciation, content and logical thinking, and focused on PowerPoint design in his written commentary. The analysis also revealed that the teacher used the specific pattern of ‘praise-criticism-suggestion’ to comment on the students’ oral presentations. Relevant pedagogical implications for L2 teacher feedback practices and teacher-education programmes are discussed in the paper.

Teacher feedback to student oral presentations in EFL classrooms: a case study

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a foreign language context. The findings indicated that cognitively, the students occasionally ignored teacher feedback, but they were able to notice and understand most of the teacher feedback by using cognitive operations. Behaviorally, the students attempted to respond to teacher feedback by repairing linguistic errors, revising and editing their PPT slides, or improving their presentation delivery. Affectively, students displayed mostly positive attitudes toward teacher feedback and a wide range of discrete emotions were induced by the feedback, which were subject to students’ self-regulation. Further insights can be drawn from the findings into understanding how teachers of English as a foreign language (EFL) can help students harvest benefits when engaging with teacher oral feedback.

Student engagement with teacher oral feedback in EFL university classrooms

Voices from the Frontline: Narratives of Nonnative English Speaking Teachers

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