THE ROLE OF FEEDBACK IN TRAINING FUTURE EFL TEACHERS

Authors

  • Alla Gembaruk Pavlo Tychyna Uman State Pedagogical University, Ukraine
  • Ielyzaveta Panchenko Pavlo Tychyna Uman State Pedagogical University, Ukraine

DOI:

https://doi.org/10.31499/2306-5532.1.2021.243104

Abstract

The article describes the application of feedback in the training of future English teachers and examines how contextual influences of their school practice shape the University practices. The study used curriculum analysis and inductive and deductive analyses of observation during the students' school practice. It studied the case of Pavlo Tychyna Uman State Pedagogical University in piloting a new Methodology curriculum designed by a group of experts within the New Generation School Teacher Project (British Council Ukraine and Ministry of Education and Science of Ukraine, 2013–2019). The core Curriculum analysis unpacks a curriculum into its parts, dealing with feedback in terms of learning, teaching, and resources; evaluates how the parts fit together, checks underlying beliefs and assumptions; and seeks justification for curriculum choices and assumptions.

The research population was 25 students of the foreign Languages Department who were on the 3rd year of studying the Methodology course by the pilot Methodology curriculum, and they had their 6-weeks' school practice as observed teachers. The authors conclude that future teachers in their pre-service training are exposed to and use a complex set of feedback practices in both written and spoken modes. However, a deeper analysis reveals that they mainly use the transmission approach, which underestimates learner autonomy and students' self-assessment; they mainly use feedback that addresses processes of tasks and minor amounts of self-regulation feedback.

 

Key words: feedback, pre-service English teacher training, transmission approach to feedback, self-regulation feedback.

 

 

References

Core Curriculum (2020). English Language Teaching Methodology Bachelor’s Level. Retrieved from: https://ngschoolteacher.wixsite.com/ngscht/core-curriculum-1

Dávila, A., Romani, A. & Hernandez, J. (2020). Rapid Feedback of Student Outcomes Using Internet Tools: An Experience on Engineering Programs. Proceedings of IEEE International Symposium on Accreditation of Engineering and Computing Education (ICACIT), Arequipa, Peru, pp. 1-4, doi: 10.1109/ ICACIT50253.2020.9277683.

Esterhazy, R. (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education, 43(8), 1302-1314. doi: 10.1080/02602938. 2018.1463353.

Ikhsan, R. B., Saraswati, L. A., Muchardie, B. G. & Susilo, A. (2019). The Determinants of Students' Perceived Learning Outcomes and Satisfaction in BINUS Online Learning. Proceedings of the 5th International Conference on New Media Studies (CONMEDIA), Bali, Indonesia, pp. 68-73, doi: 10.1109/

CONMEDIA46929.2019.8981813.

Jansen, J & Reddy, V. (n.d.) Curriculum Analysis. Retrieved from: https://www.coursehero.com/file/56775232/Analysispdf/

Kassim, R. A., Johari, J., Rahim, M. I. & Buniyamin, N. (2017). Lecturers' perspective of student online feed-back system: A case study. Proceedings of IEEE 9th International Conference on Engineering Education (ICEED), Kanazawa, Japan, pp. 163-168, doi: 10.1109/ICEED.2017.8251186.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284 doi: 10.1037/0033-2909.119.2.254.

Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. doi:10.1080/03075070600572090.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. doi: 10.1007/bf00117714.

Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535 - 550. doi: 10.1080/02602930903541015.

Smith, J. K., & Lipnevich, A. A. (2018). Instructional feedback: Analysis, synthesis, and extrapolation. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback (pp. 591–603), Cambridge: Cambridge University Press.

Takriff, M. S., Sheikh Abdullah, S. R., Mohammad, A. B. & Anuar, N. (2011). Students' feedback in the conti-nuous quality improvement cycle of engineering education. Proceedings of IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan, pp. 374-377, doi: 10.1109/EDUCON. 2011.5773163.

Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.

Downloads

Published

2021-06-30

How to Cite

Gembaruk, A., & Panchenko, I. (2021). THE ROLE OF FEEDBACK IN TRAINING FUTURE EFL TEACHERS. Studies in Comparative Education, (1), 35–42. https://doi.org/10.31499/2306-5532.1.2021.243104

Issue

Section

LANGUAGE LEARNING