Research Evidence - Feedback
The positive effects of quality feedback on student learning are well documented , provided it is "timely, frequent, practical, focused and constructive" (Hattie & Timperly, 2007; Dinham, 2010, p. 22). In English specifically, students and teachers perceive "direct, specific and comprehensive written corrective feedback" as beneficial (Yunus, 2020). For students with less self-regulation skills, who do not actively seek out feedback, the teacher's responsibility to do so becomes even more important (Hattie & Timperly, 2007; Yan & Brown, 2017).