Group A: Feedback on oral performanceFatma YalçınkayaDerya EkerFunda AkgülLauren AlvaAli ErarslanGörkem SatakDilek ArcaNicole Chatelain

What is feedback?

Feedback is…• Tool• Trigger• Remarks• Message

Which leads to…

A mental process

Which has a potential to affect…

Performance (speech, discussion, presentation, dialogue)

Feedback is…• Tool• Trigger• Remarks• Message

It can be…

High Intensity Feedback

Low Intensity Feedback

‘[p]art of the role of the teacher is…’

Feedback is…• Tool• Trigger• Remarks• Message

Which leads to…

A mental process

Students can have…

High Sensitivity

Low Sensitivity

Sensitivity to feedback scale (Edwards & Pledger, 1990)

• Teacher• Peers

• Self• Other teachers

Student-training in class:• Self-evaluation, then peer FB• Ss set goals w/ FB in mind• From simple to detailed • Lots of scaffolding/guidance

Teacher training on aspects of FB:• Objectivity• Quality• Reliability• Validity• Quantity• Frequency

By whom?

When & how?

• Online• Recorded• Face-to-face• Written/verbal/nonverbal• Formative/summative• Direct/indirect• Target Language/native

Language• Time slots for FB

Aspects of speaking• Grammar & Vocab

• Accuracy• Range

• Fluency• Pronunciation• Organization

• Coherence• Cohesion• Timing

• Interaction• Task Achievement

• Content• Following instructions

Suggested curriculum component: Speaking Portfolio

TaskFB from Teacher & peers/

self evaluation

Reflection & goal-setting

Suggested curriculum applications1. Include sessions on FB in teacher training/induction2. Define feedback & its purpose with students3. Implement speaking portfolio (see whether FB is considered)4. Design self-evaluation task sheets for students5. Conduct in/direct FB activities6. Allocate time to give feedback for major tasks & exams