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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.
The most common type of feedback given by most teachers in most classrooms is corrective feedback, which focuses on learners’ errors (Hattie & Timperley, 2007, p. 91).
30 wrz 2022 · Feedback can be immediate, during an activity, or delayed, at the end of an activity or part of a learning programme and can take various forms. Example A teacher agrees with learners that they will not be corrected during a conversation activity but that the teacher will take notes and give feedback afterwards.
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.
Should feedback be immediate or delayed? It is not uncommon for teachers to delay all or most feedback until the end of a fluency-based activity, and such an approach is often supported by the advice in the guides for teachers that accompany coursebooks. A frequent procedure is described below: Teachers keep a note of language items which they wish
1 lip 2021 · Students value immediate feedback, while teachers prefer to delay their feedback. •. Teacher and learner beliefs are influenced by sociocultural and contextual factors. •. Teacher and learner beliefs are influenced by their experiences.
