Writing is an effective method of practice in language education, and feedback plays a crucial role in enhancing students’ skills. I teach Japanese language modules at various levels. In the past, my feedback approach for formative assessments involved identifying errors and providing the correct answers. However, I noticed that many students would just store the corrected work away without reviewing it, leading to recurring errors.
Moreover, while correcting writing in beginner-level modules, where most errors are related to grammar or spelling, may be relatively straightforward, the task becomes more complex as the module level progresses. Occasionally, a sentence might be grammatically accurate but culturally inappropriate or unauthentic.
The emergence of online translators and GenAI has further complicated the situation. On countless instances I’ve struggled to comprehend the intended meaning of a student’s writing.
A dialogic approach to language-learning feedback
To tackle the lack of engagement and the ambiguity and confusion around asynchronous text-based feedback, I consulted relevant literature and decided to alter my approach.
Now, when marking students’ work, I underline the problematic areas without providing the correct answers. I then offer feedback verbally to students when returning their scripts to them. I begin with a general evaluation of their performance, highlighting areas of strength with reference to the marking criteria. Next, I review all the underlined errors with the students. I encourage them to correct grammatical and spelling errors independently. If the student struggles, I guide them to the relevant section in the textbook and ask them to try again.
I discuss issues that go beyond grammatical errors with students to ascertain their intended meaning. I then offer suggestions on how to improve those sections for better clarity and comprehension. Finally, I propose areas for improvement for the student to focus on in future work.
- What students told us ‘good’ feedback means to them
- Reframing feedback as a valuable learning tool
- A simple feedback strategy centred on a pedagogy of care
Impact of the implementation
Students have found this conversational approach more beneficial than simply receiving correct written answers. They feel that this approach encourages them to think independently and critically, to review previously learned material and establish connections using new knowledge. Most students I asked noted that they had a clearer understanding of their difficulties and knew what steps to take after receiving the feedback.
Students also highlighted that they appreciated the verbal communication style, finding it more efficient and the guidance more detailed. It encouraged some students to promptly revisit their errors rather than setting them aside, which helped cultivate a more self-directed learning attitude. The majority of my students wanted me to continue giving feedback in this way.
On the other hand, as the teacher, I also came to value the additional opportunity to directly communicate with students. I found it a more efficient method of gaining an understanding of students’ progress. My dialogic approach fostered reflection on learning and allowed me to evaluate my teaching, benefiting future practices for both parties.
Ways to make verbal feedback more effective
To optimise this feedback method’s effectiveness, consider the following:
- Assess workload and schedule before implementation. This method requires extra effort and might not be sustainable if you use it too frequently. Incorporating group/peer feedback and using AI could potentially alleviate the workload.
- Allow students time to reflect before oral feedback. Giving them a chance to refamiliarise themselves with their work enables them to engage with the feedback more effectively.
- Be supportive and understanding. The feedback process is an opportunity to communicate with students and gain insights about their progress.
- Use assessment marking criteria as a reference. Students take feedback more seriously when they see it as a tool to prepare for summative assessments.
Lulu Jin is associate language lecturer at the Modern Language Centre in the School of Languages at Xi’an Jiaotong-Liverpool University.
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