Dòng Nội dung
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From ‘Plodder’ to ‘Creative’: feedback in teacher education / Nur Kurtoglu-Hooton. // ELT journal. 2016, Vol. 70, No. 1.
2016.
p. 39-47.

This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education.

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Phản hồi sửa lỗi bằng văn bản trong lớp học ESL / Lê Thùy Dương. // Kỷ yếu hội thảo khoa học giảng viên lần thứ nhất năm học 2021-2022 Khoa tiếng Anh 10/2021
Hà Nội : Đại học Hà Nội, 2021
tr. 45-50

Despite being a common pedagogical tool in ESL classrooms, written corrective feedback, for years, have not received much attention from the practitioners, or ESL teachers, regarding its effectiveness. This paper hopes to shed light on the role played by written corrective feedback in the ESL contexts. A summary of the theoretical debates on the use of written corrective feedback in ESL classrooms will be provided so that teachers have a deeper understanding of how critical is their written feedback in the cause of helping the learners improve their language competence.

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