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Of course, in the real world outside the classroom, people make errors all the time and still
communicate effectively. And even though you teach English, you generally don’t interrupt
them, especially as this may come across as rude and actually put them off speaking. Taking the
person to one side afterwards and pointing out an error, is more polite but maybe a little picky.
After all, the moment has passed. And in any case, it does no harm to let some things slide –
you don’t need to be a staunch defender of the Queen’s English on all occasions.
But the classroom isn’t the real world. It’s a safe environment where your students can try
language out. And as the teacher, you’re no ordinary listener; you’re paid to point students in
the right direction.
That being said, the issues for TEFL teachers when it comes to correction, boil down to these:
The guidelines for dealing with the first three points all boil down to a set of definitive rules:
✓ Accuracy and fluency: These should combine to make for good communication. If lack of
accuracy hinders communication, the speaker doesn’t achieve anything by carrying on.
✓ Good communication: When this takes place, correction can usually wait. When
communication is poor or non-existent, step in more quickly.
✓ Correcting errors: Errors related to the topic of the lesson and which stop
communication should receive the most attention.
The assignment influencing the way of giving feedback. For example when
students have a task from the teacher and students make a mistake to do it. So, the
answer is wrong. From that situation, we as a teacher can use the one kind of our way to
give feedback to our students. Different mistake the student’s had, it directly has a
different way of giving feedback from us as a teacher.
Marking with correction codes is also a kind of the available tools that we can
adapt it to our giving correction to our students. If we want marking with correction
codes, there are also so many kind of that codes. Each codes influencing our way of
giving feedback.
The resources
The resources also influence our way of giving feedback to our students.
Because, when our students make a mistake, we as a teacher should prepared so many
sources to carry our correctness. So that our feedback be more useful and be convinced.
Giving positive feedback
Good feedback is more than just praise
The feedback tends to praise students for their work or usually use words that boast
students
This feedback is only for giving students appreciation because of student’s act toward
our lesson.
Specified feedback
Unspecific compliments
Listening actively
Writen feedback
Simple Feedback:
Means that you give a short feedback to the student
“I’m happy that you are well prepared for this assigment.”
Specified feedback:
Means that apart from the simple feedback, the teacher justifies and specifies why they
have this opinion
E.g. of feedback:
“I’m happy that you are well prepared for this assignment. This means that we can continue
further in processing the subjects at hand.”
Unspecific compliments:
Means stating an opinion or giving feedback, where the recipient’s unique worth is
recognised, regardless of their performance or behavior
The teacher can use this form of feedback e.g. with new students:
“I understand if you feel nervous in the beginning. It’s quite normal and I can remember my self
being nervous when I started studying.”
Listening actively:
The aim is to listen to the student and thus strive to understand what the student has to
say
Then the teacher repeats in her own words what she thinks the student said
During this form of feedback the teacher does not assess, express her own opinions, ask
questions or give advice to the student.
Written feedback:
Written feedback is perhaps the form of feedback we first think about, when hear the
word feedback
the academic tradition has often been to find faults in the work.
It is important to receive critique; this helps the person evolve and learn.
3. The power struggle should be avoided when giving feedback. Feedback situation should
not end in yes-no debate between the teacher and the student.
4. Feedback should be given during the learning process ( the course). That is when the
teacher can guide the student.
References:
Alaoutinen, S.&al. (2009). Lut-Teachers Quality Manual. On Internet:
http://www.lut.fi/en/lut/introduction/qualitymanual/Documents/Opettajan Laatuopas
B5 Eng www.pdf.
http://www.johnbiggs.com.au/solo graph.html
Maxom, M. (2009). Teaching English as a Foreign Language for Dummies. John Willey
and Sons, Ltd. England: West Sussex.