Main Article Content
AutoresDavid Felipe Espinosa Torres
Iván Camilo González Bejarano
Juliana Moreno Restrepo
Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Black, P. and William, D. (1998). Assessment and classroom learning. Assessment in Education, 7–74.
Boksem, M., Van der Helden, J., and Blom, J. (2009). The Importance of Failure: Feedback Related Negativity Predicts Motor Learning Efficiency. Neuroimage, 47, S179.
Böhm, R. and Rockenbach, B. (2013). The inter-group comparison–intra-group cooperation hypothesis: comparisons between groups increase efficiency in public goods provision. PloS one, 8(2), e56152.
Boud, D. (1995). Enhancing learning through self-assessment, London: Kogan Page
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education. 22 (2), 151-167.
Butler, D. and Winne, P. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of educational research, 65, 3245-281.
Cheng, H. and Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174.
Cohen, G., Steele, C., and Ross, L. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 13021318.
Dulay, H., Burt, M., and Krashen, S. (1982). Language Two, Oxford University Press, New York.
Espinosa, D. (2017). Vlogging Through Virtual Lessons: Enhancing Speaking Skills on a EFL Blended Learning Environment. Universidad Externado de Colombia. Non-published thesis article.
Flege, J. (1995). Second-language speech learning: Theory, findings and problems”, in STRANGE, W. (Ed.) Speech Perception and Linguistic Experience: Theoretical and Methodological Issues in Cross-Language Speech Research. Timonium, MD: York
Freeman, R. E. (1999). Divergent stakeholder theory. Academy of management review, 24(2), 233-236.
Hattie, J. and Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77 (1), 81-112.
Hattie, J. (2003). Teachers Make a Difference, what is the research evidence?
Hyland, K., and Hyland, F. (2006). Feedback on second language students’ writing. Language teaching, 39(02), 83-101.
Ismail, J. (1991). Language exposure and second language learning. The English Teacher, 20, 20-31.
Ivanic, R., Clark, R. and Rimmershaw, R. (2000). What am I supposed to make of this? The messages conveyed to students by tutors’ written comments. In M.R.
Jungmi, K. (2003). A Study of negotiation of meaning in NNS-NNS interactions – focusing on synchronous CMC. Paper presented at the 8th conference of Pan-Pacific Association of Applied Linguistics. Japan.
Ketsman, O. (2012). Expectations in the foreign language classrooms: A case study. The Qualitative Report, 17(53), 1.
Kraback, A. (2014). Developmental feedback. California State University. Retrieved from: https://www.csustan. edu/writing-center/faculty-information/developmental-feedback
Kumaravadivelu, B. (1986). Second Languages: a cross-linguistic perspective. Applied Psycholinguistics, 7(2), 157.
Loewen, S. (2012). The role of feedback. The Routledge handbook of second language acquisition, 442-460.
Lightbown, P., and Spada, N. (2006). How languages are learned. Oxford University Press.
Lyster, R. (2002). Negotiation in immersion teacher-student integration. Educational research. Department of Integrated Studies in Education, McGill University found it on: http:// personnel.mcgill.ca/files/roy.lyster/ Lyster2002_IJER.pdf
Nicol, D. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 31 (2), 2006. DOI: 10.1080/03075070600572090.
Poulos, A. and Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2), 119144.
Sadler, D. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535550.
Tomlinson, B. (2012). State-of-the-art article: Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
William, M. and Burden, R., 2009. Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.
Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52-62.
Yin, R. (1994). Case Study Research: Design and methods. California, United States.
Yin, R. (2003). Case Study Research: Design and methods. California, United States Yin, R. (2012). Case Study Methods. American Psychological Association. Washington DC, United States.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher education, 45(4), 477-501.
Zimmerman, B. (1989). Models of selfregulated learning and academic achievement. In Self-regulated learning and academic achievement. Springer New York.
Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, (9), 1-6.