module 5 planning of the english language teaching-learning process

UNIVERSIDAD NACIONAL DE LOJA
Área de la Educación el Arte y la Comunicación
English Language Career
Think of three comments you often give to your learners as feedback. What do
they focus on? Why do you give them?
Here are some examples of teacher feedback to learners.
Example Focus Purpose
Oral: 'Well done. This is much better.'
Oral: 'Have another look at number
four. There's a problem with spelling
and I think there are more than two
people.'
Oral: 'Let's look at the new structure on
the board again. I think some of you
have misunderstood how we use it.'
Written: 'What an amazing story! You've
used adjectives very well this time. Your
work is much better this time. You have
tried very hard.'
Oral: 'You've made good progress in all
your work this month. Your written work
is much more accurate.'
Written: 'B / 70%. Have a look at
grammar section 5 at the back of the
coursebook and check again the
difference in meaning between the past
simple and the past perfect.'
Oral: 'You all did the pairwork activity
quite well but 1 heard too much
Spanish and not enough English.'
Progress,
language and
ideas
Language and
ideas
Language
Ideas,
language,
attitude and
progress
Language and
progress
Language
Language,
ideas and
behaviour
Praising the learner and telling her
she is doing well; encouragement.
Telling the learner there is a
problem with one of the answers
and that she needs to look at it
again.
Inviting learners to look again at
language that they are having
problems with.
Praising the learner on her good
level of work, and the effort she has
made and in particular on one part
of her writing (adjectives).
Informing the learner of her
progress; encouragement.
Giving a grade and informing the
learner of what the problem was
with her work and telling her exactly
what she needs to review and how.
Encouraging learners but also
informing them that they did not
behave appropriately during
pairwork.
We can give feedback to individual learners (individual feedback) or groups of
learners (group feedback). When learners give feedback to one another, this is
called peer feedback. Feedback can be oral or written.
Feedback can be linked to formal or informal assessment and can be given to
learners in the classroom or during individual meetings. We can also write
regular feedback in the form of comments, grades or marks on a learner's
record sheet. The learner can keep this sheet in their portfolio or we might keep
it with our records of their overall progress and achievement. We can use this
feedback when we make our end-of-course assessment.
Peer feedback is useful for all learners. The learners who give the feedback
reflect on the work their classmates have done. The learners who receive
feedback are given information on how they can improve. The learners are
often guided by a feedback observation sheet. Young learners, though, are not
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