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11	Oral Feedback : Students' Reactions and Opinions Hulterström, Terése January 2006 (has links) In Sweden we come in contact with the English language almost daily; in television shows, radio commercials and at work. English is also mandatory in the Swedish curriculum; therefore it is important that the students learn as much as possible in school, to be able to use English in their daily life. Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. My aim in this study is therefore to investigate if students find oral feedback in the classroom valuable and if not, how they would like it to be changed. To investigate this I handed out a questionnaire to five classes. The questions were divided up into three categories: if the students had noticed oral feedback being given to them, what their experiences of oral feedback were and how they would like the feedback to be delivered. I also made observations and recorded three classes. The results of this investigation showed that the students were positive to oral feedback in the classroom. Most of the students had noticed oral feedback being given to them, and the teachers had mostly corrected the students’ grammar and pronunciation. These were also the areas where the students felt they had developed the most from oral feedback. In the questionnaire the students pointed out that they wanted the feedback to be delivered privately and that the teachers have to be careful how they give the feedback, they have to always remember to give positive feedback as well as corrective feedback. Oral feedback receive correction students delivery acceptance improvement Specific Languages Studier av enskilda språk
12	What Are the Best Practices for Offering Instructor Formative Feedback on L2 Academic Writing? / I vilken utsträckning förbättrar formativ återkoppling gymnasieelevernas akademiska skrivande? Rudenko, Aleksander, Hussein Ali, Asia January 2021 (has links) The syllabus for English 5 through 7 in Sweden states that students should learn to understand and write different types of text, one being academic papers. Therefore, teachers are required to guide students in their academic writing process as they transition to formal written English. Through this study, we aim to investigate the best practices of formative feedback from instructors on L2 academic writing and see the attitudes of students and teachers when it comes to given and received feedback. Moreover, we also aim to connect the results that are found through research to the Swedish national curriculum. This will be done through educational databases such as the Malmö university library database and ERIC. We have found a total of ten empirical studies that touch upon the two aforementioned aims. Research in the field of formative feedback displays how students have a healthier attitude towards oral communication as they may directly communicate with the instructor at the cost of time. In contrast, instructors disagree by claiming that it is not as efficient as written feedback where they may take on a larger number of students in a shorter amount of time whilst providing more accurate responses. Teachers ought to be aware that while efficiency is important, it is not as vital as student progression in academic writing. Also, it would be interesting to examine the attitudes and levels of comfort of students in regards to peer reviewing and self-feedback with a focus on L2 learners. Formative feedback oral feedback written feedback second language learning upper secondary school Learning Lärande
13	Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness Rydahl, Susanna January 2006 (has links) <p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.</p><p>My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.</p> feedback oral feedback errors oral mistakes correction interlanguage teacher teaching approaches feedback approaches second language teaching foreign language teaching feedback muntlig feedback fel muntliga misstag lärare utlärningsmetoder feedback-metoder andraspråksinlärning främmande språk English language Engelska språket
14	Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness Rydahl, Susanna January 2006 (has links) The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student. I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation. My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group. feedback oral feedback errors oral mistakes correction interlanguage teacher teaching approaches feedback approaches second language teaching foreign language teaching feedback muntlig feedback fel muntliga misstag lärare utlärningsmetoder feedback-metoder andraspråksinlärning främmande språk Specific Languages Studier av enskilda språk

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