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Feedback - Coggle Diagram
Feedback
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Learners may benefit more from feedback on their use of speaking strategies, such as checking understanding, buying time or selfcorrection, than from correction of their grammatical errors
Some learners may expect the teacher to correct all the errors in their written work, but comprehensive error correction has little to recommend it
Errors
‘Global errors’, i.e. those which interfere with comprehension, rather than ‘local errors’, which do not affect intelligibility
Errors that are made frequently by the student(s), rather than infrequent error types,
Errors that can, after some prompting, be self-corrected by the student
‘Stigmatizing errors’, i.e. those which may offend the target reader or interlocutor
Errors that are specific to the kind of spoken interaction that students are engaged in, or to the genre of text they are writing (such as degrees of formality)
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A majority of learners seem to prefer more direct, explicit feedback to more indirect approaches, but research is divided on the issue. It is unlikely that researchers will ever be able to state that one kind of feedback is always better than another.
Peer feedback
It requires to listen to or read attentively the language of their peers, and, in the process, may provide opportunities for them to make improvements in their own speaking and writing
It can benefit both the receiver and the giver of feedback, although it remains unclear who will benefit more
It can facilitate a move away from a teacher-centred classroom, and promote independent learning as well as critical thinking
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