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Getting More out of Oral Feedback John Rogers rogers@qu.edu.qa Qatar University Foundation Program Department of Engli PowerPoint Presentation
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Getting More out of Oral Feedback John Rogers rogers@qu.edu.qa Qatar University Foundation Program Department of English. What comes to mind when you think of “feedback?” How did your teachers give you feedback when you were a language learner? Why do we give (oral) feedback to our students?.

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Getting More out of Oral FeedbackJohn Rogersrogers@qu.edu.qaQatar University Foundation Program Department of English

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What comes to mind when you think of “feedback?”

  • How did your teachers give you feedback when you were a language learner?
  • Why do we give (oral) feedback to our students?
why do we give feedback
Why do we give feedback?
  • Identify both successful and unsuccessful language
  • Integral part inlanguage acquisition
  • Identify what it is that I want you to learn and what it is that I want you to do better
  • “Keep the punters happy”
keys to making feedback effective1
Keys to making feedback effective

Stern, L.A. & Solomon, A (2006). Effective Faculty Feedback: the road less traveled. Assessing Writing 11. Pg. 22-41

  • Selective Feedback
  • Comments that identify patterns
  • Positive Comments in addition to corrections
keys to making feedback effective2
Keys to making feedback effective

Stern, L.A. & Solomon, A (2006). Effective Faculty Feedback: the road less traveled. Assessing Writing 11. Pg. 22-41

  • Selective Feedback
  • Comments that identify patterns
  • Positive Comments in addition to corrections
feedback
Feedback
  • What do you think about how she gave feedback to the students?
  • How does she identify and use examples of good language?
  • What patterns does she identify? How does she use them?
comments selective feedback
Comments & Selective Feedback
  • Monitor, take notes, and put language up on the board.
    • Can analyze language as a class or in groups
    • Turn it into a game (e.g. which two sentences are incorrect?)
  • Pre-select feedback
  • In other words, “make it up”
story time
Story time
  • Circumlocution
  • “It’s the opposite of ____” / “It’s similar to ______” / “It’s the same as ______”
  • Relative clauses: “It’s a thing which / It’s a place where /
  • It looks / feels / sounds like _______
  • Etc.
problematic areas
Problematic areas
  • Getting students to use a variety of reporting verbs (insist, deny, refuse, etc)
  • Getting students to use the present perfect tense
  • Conditionals
  • And on and on…
recycling target language
Recycling Target Language
  • Plan ahead
  • Ask students questions to elicit target language
    • Reporting Verbs: “Did anyone insist on anything?”
    • Present Perfect: “How many text messages have you written in class today?”
how to get more out of feedback
How to get more out of feedback
  • Positive comments as well as corrections
  • Selective feedback
  • Comments that identify patterns
  • Get students to produce and recycle and reinforce target language
feedback1
Feedback?

Email me: rogers@qu.edu.qa