Feedback that Fuels Learning
Feedback is a cornerstone of effective language teaching. It not only helps learners correct errors but also boosts motivation, builds confidence, and guides them toward greater autonomy. However, not all feedback is created equal. While too much correction can discourage students, vague praise can leave them unsure of how to improve.
In this article, we’ll explore how to give clear, constructive, and meaningful feedback that supports student learning and creates a positive classroom environment. You’ll find practical tips, examples, and suggestions for integrating feedback into your day-to-day teaching in ways that empower learners and enhance outcomes.
Why Feedback Matters
Effective feedback is more than just correcting mistakes. It helps students:
- Understand what they’re doing well
- Identify specific areas for improvement
- Take ownership of their learning
- Stay engaged and motivated
Whether it’s oral, written, or digital, feedback should aim to move learning forward, not just point out what’s wrong.
Types of Feedback in the ELT Classroom
Here are some of the most common types of feedback and how to use them effectively:
- Corrective Feedback
Focuses on correcting errors in grammar, pronunciation, vocabulary, or usage. It can be explicit (clearly stating the mistake and the correction) or implicit (hinting at the error).
Example:
- Student: “He go to school every day.”
- Teacher: “Ah! He goes to school every day.”
Use corrective feedback strategically. In fluency-focused tasks, avoid overcorrecting. In accuracy-focused tasks, be more precise.
- Reinforcing Feedback
Pair students and have them take turns playing the role of interviewer and interviewee. Provide sample questions and encourage follow-up questions to deepen the conversation.
Example:
- “Great use of linking words in your paragraph!”
- “I like how you used a variety of adjectives to describe the character.”
Be specific. Avoid general praise like “Good job.” Instead, explain why it was good.
- Formative Feedback
Ongoing feedback that helps students improve during a learning task, not just after it’s complete.
Example:
- “Try reorganizing your ideas to make your argument clearer.”
- “You’ve got a strong introduction. Now work on adding more examples in the body.”
Give students time to act on this feedback before moving on.
- Peer Feedback
Students give each other comments on speaking or writing tasks. It promotes reflection and collaborative learning.
Train students on how to give helpful, respectful, and constructive comments. Use checklists or sentence starters like: “One thing you did well was…” or “One suggestion I have is…”
When and How to Give Feedback
Timing matters.
- Immediate feedback works well for pronunciation or speaking errors during practice.
- Delayed feedback is better when students are focused on fluency or expression, so you don’t interrupt their flow.
Written vs. Oral Feedback.
- Written feedback works well for longer tasks like essays or projects.
- Oral feedback is more spontaneous and suited for classroom interaction.
- Consider using audio or video feedback if teaching online. It’s more personal than written comments.
Feedback Techniques that Work
- Use a feedback sandwich
Start with a positive comment, provide a suggestion for improvement, then end with encouragement.
Example:
- “I liked your clear structure. Just check verb tenses in paragraph two. Overall, your argument was very strong!”
2. Focus on one or two things at a time
Too many corrections can overwhelm learners. Pick the most important issues based on the task goal.
Example:
- In a writing task about opinions, prioritize coherence and argumentation over perfect spelling.
3. Turn feedback into a dialogue
Ask questions like:
- “What do you think worked well here?”
- “How would you change this sentence to sound more natural?”
This encourages reflection and deeper learning.
Using Feedback to Build Confidence
Feedback isn’t just about fixing problems. It’s about helping students believe in their ability to grow.
- Balance corrections with encouragement. Always highlight progress, effort, or creativity.
- Celebrate small wins. Even small improvements deserve recognition.
- Give choices. Let students decide which pieces of feedback to act on. This fosters autonomy and ownership.
Feedback in Action: Classroom Examples
Speaking Activity (Role-play)
- During the task: Take notes on errors but don’t interrupt.
- After the task: Highlight 2–3 common issues and have students self-correct or peer correct.
- Follow-up: Ask students to repeat the task with improvements.
Writing Activity (Opinion Essay)
- Use a simple rubric (e.g., Content, Organization, Language).
- Write one comment per category.
- Use symbols or codes (e.g., ^ for missing word, WW for wrong word) to encourage student revision.
Conclusion
Effective feedback is a powerful teaching tool—when done right, it doesn’t just correct mistakes; it inspires growth. Remember:
- Be timely and specific.
- Focus on progress, not perfection.
- Encourage reflection and autonomy.
- Create a culture where feedback is normal, useful, and safe.
By making feedback part of the learning journey rather than just a response to mistakes, you’ll help your students become more confident, capable, and motivated users of English.
References:
- Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.
- Hyland, K., & Hyland, F. (Eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
- Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
- Ha, P. T., & Murray, J. (2021). Oral corrective feedback in English as a foreign language classrooms: A review. Language Teaching Research, 25(3), 1–25. https://doi.org/10.1177/13621688211004577
- Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
