To feed back or to feed forward?

Pollari, Pirjo

doi:10.17011/apples/urn.201708073429

Cited by 7 publications

(10 citation statements)

References 27 publications

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“…Moreover, both practice and research show that although language teachers spend hours writing corrections and comments on student work, some students do not benefit greatly from corrective feedback, and some do not even pay attention to the feedback they get (e.g., Truscott 1996Truscott , 2007Guénette 2012). Some students do not seem to find feedback useful or motivating, either (Pollari 2017b;Mäkipää 2021b). Why not?…”

Section: Feedback Error Correction and Learner Choicementioning

confidence: 99%

“…Perhaps quite surprisingly, despite their assessment autonomy, teachers' assessment and feedback practices in relation to their assessment literacy is a relatively new topic in Finnish FL/L2 research, as are learners' perceptions of classroom as-sessment practices and engagement with teachers' feedback (Pollari 2017a(Pollari , 2017bAtjonen et al 2019;Mäkipää 2021a;Mäkipää & Hildén 2021).…”

Section: Introductionmentioning

confidence: 99%

“…The recent body of research also sheds light on students' experiences of classroom assessment and feedback. While generally appreciating teacher feedback and often even craving for more (Pollari 2017b;Mäkipää 2021a), learners do not perceive it as an integral part of assessment and largely associate feedback with correction, grading, tests and exams (Mäkipää 2021a).…”

Section: Introductionmentioning

confidence: 99%

“…Self-and peer-assessment are used to a degree but do not appear to have an established role in classroom assessment (Mäkipää 2021a;Leontjev, 2022). Furthermore, they may not be regarded as very relevant or beneficial by some students (Pollari 2017b;Mäkipää 2021a).…”

Section: Introductionmentioning

confidence: 99%

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Beyond error correction in EFL writing in a Finnish upper secondary classroom: a practical approach

Pollari¹,

Leontjev²

2023

AFinLA

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In Finland, teachers have considerable autonomy over their assessment practices. Recent studies suggest that FL/L2 teachers, particularly at the upper secondary school, primarily focus on summative assessment rather than on formative assessment and feedback, which is in contrast with the latest Finnish National Core Curricula. Furthermore, while appreciating teacher feedback, learners do not perceive it as an integral part of assessment. In this paper, we propose formative classroom practices to support the learning process and go beyond error correction in FL/L2 writing. These practices are grounded on our earlier research, and they focus mainly on two themes: fostering learner choice in feedback and error correction methodology, and supporting peer feedback with the help of a checklist based on the Matriculation Examination rating scale. Drawing from students’ comments and texts, we will explore learner experiences with these assessment practices and the changes they may bring to the classroom.

show abstract

Section: Feedback Error Correction and Learner Choicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Beyond error correction in EFL writing in a Finnish upper secondary classroom: a practical approach

Pollari¹,

Leontjev²

2023

AFinLA

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“…Generally, there are different types of feedback according to the purposes they serve. These are well documented in the literature and have been categorized by many scholars (e.g., Hattie and Timperley, 2007;Cengiz and Ayvaci, 2017;Pollari, 2017;Rabbani et al, 2023). For instance, explanatory feedback is used to justify errors, demonstrate ideal answers or model approaches, challenge student's preconceptions, engage in thinking, and provide supportive guidance for improvement.…”

Section: Introductionmentioning

confidence: 99%

Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions

Rabbani,

Husain

2024

Front. Educ.

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Criticism, or critical feedback, is considered rich bits of information about the student’s weaknesses, thinking, and learning. Despite its importance as part of formative assessment processes, this type of feedback is especially challenging for teachers to communicate as well as for students to uptake. The current conceptual analysis therefore highlights the substantial role that criticism plays in advancing students’ learning and progress. It presents a wide range of contrasting perspectives toward criticism to show how it is perceived differently. Lastly, the article identifies key provisions that are necessary for critical feedback to be constructed, presented, interpreted, and utilized in constructive and nonthreatening ways, which subsequently help trigger learner’s positive reactions and engagement with the received information. These provisions help create a community of practice where objective, informative, transparent, and engaging criticism can be given, respected, negotiated, and benefited from. The implications of these provisions for practice are discussed.

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Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study

Mäkipää

2024

Teaching and Teacher Education

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To feed back or to feed forward?

Cited by 7 publications

References 27 publications

Beyond error correction in EFL writing in a Finnish upper secondary classroom: a practical approach

Beyond error correction in EFL writing in a Finnish upper secondary classroom: a practical approach

Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions

Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study

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