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Delayed correction contrasts with correction techniques such as reformulation and echoing, which occur immediately, 'on the spot'. Example. The teacher monitors closely as learners discuss a topic in groups, making a note of the most interesting/important errors.
For example, delayed correction helps avoid interrupting students during fluency practice, when they are more focused on self expression than accuracy. By waiting until later, the teacher has more time to reflect on how to correct an error—or, indeed, if it’s worth correcting at all.
1. What sort of feedback is most beneficial to learners: corrective or non-corrective? 2. Which aspects of a learner’s performance will most benefit from feedback? 3. Who should learners receive their feedback from: teachers or peers? 4. How should feedback be given: directly or indirectly? Orally or in writing? 5. When will learners most benefit
This activity discusses different types of feedback used in the classroom. Participants consider different focuses, purposes and timings of feedback, and also ways in which feedback can be given. They also reflect on how feedback works in their own classrooms. Giving feedback is tested in TKT Module 3 Part 2.
This paper will focus on feedback in the second type of activity, examples of which include discussions, debates, presentations, role plays, and problem-solving tasks. In each of these activities, there will be: • some sort of outcome that is non-linguistic (e.g. reaching a joint decision), • some interaction between learners.
21 maj 2024 · In this post, we’ll explore best practices for giving feedback that encourages learning and growth in ESL classrooms. 1. Focus on the Positive: Instead of just pointing out errors, begin by acknowledging the strengths and efforts of students.
• Feedback can be given immediately or delayed, depending on which would be most effective for the task or situation?– • Feedback can be either formative or summative.
