Corrective Feedback And Assessment In Writing
So far I have taken a total of three TESL courses, and in all of them, we have talked about corrective feedback. We know that giving feedback to students is essential for their learning and understanding of a second language, but how much corrective feedback can we provide to our learners?
Most second language learners do not mind getting corrected by their teacher. They know this is the way to learn, but as teachers, perhaps we tend to forget that when it comes to correct our learners' work on any particular skill area, we provide them with a long list of all the things they are doing wrong. My approach to this would be different. I think I would be more "selective" with the areas I want my students to improve on, focusing on two or three areas that need a boost instead.
As part of our reading in this unit, Harmer, J. (2001) discusses in his paper 7| Mistakes and feedback the different ways students' performance should be assessed. Teachers can be explicit by verbally giving a positive comment and implicit when for example she directs a question to each student, and she passes to the next student without giving a positive comment. Harmer points out to be careful when you don't give a comment correction to a student "there's always the danger, however, that the student may misconstrue our silence as something else."
Another way to give correction to our students is by commenting on the learner's performance at different levels whether that happens in or out of the classroom. And finally, giving the students grades, marks, and reports are additional ways to demonstrate to the student their learning and their progress throughout their course.
Resources
Harmer, J (2001) 7 | Mistakes and Feedback
https://universityofmanitoba.desire2learn.com/content/enforced3/309458-17788.201890/Content/materials/unit%203/Readings/Harmer%20Chapter%207%20Mistakes%20and%20Feedback.pdf?_&d2lSessionVal=7nmXnniVgPyR7BEhA8rmO4kGw&ou=309458
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