Book contents
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- 5 How to Implement Successful Feedback in Foreign-Language Teaching
- 6 Involving the Learners in Important Decisions
- 7 Feedback Is No One-Way Street
- 8 Peer Feedback Needs to Be Learned
- 9 Self-Assessment
- 10 Collegial Feedback Strengthens Language Teaching and Learning
- 11 What about Electronic Assessment and Feedback?
- 12 Remote and Hybrid Learning
- Part III Summative Assessment in Combination with Formative Feedback
- Glossary
- References
5 - How to Implement Successful Feedback in Foreign-Language Teaching
from Part II - Assessment and Feedback in Its Different Manifestations
Published online by Cambridge University Press: 19 January 2023
- From Assessment to Feedback
- From Assessment to Feedback
- Copyright page
- Contents
- TEFL Examples
- Introduction
- Part I Basic Concepts of Assessment and Feedback in the Foreign-Language Classroom
- Part II Assessment and Feedback in Its Different Manifestations
- 5 How to Implement Successful Feedback in Foreign-Language Teaching
- 6 Involving the Learners in Important Decisions
- 7 Feedback Is No One-Way Street
- 8 Peer Feedback Needs to Be Learned
- 9 Self-Assessment
- 10 Collegial Feedback Strengthens Language Teaching and Learning
- 11 What about Electronic Assessment and Feedback?
- 12 Remote and Hybrid Learning
- Part III Summative Assessment in Combination with Formative Feedback
- Glossary
- References
Summary
The prerequisites of successfull feedback is classroom management that is destined to create a conducive learning atmosphere. This can be reached by classroom and behavior contracts that learners have to sign and above all apply. Motivation strategies that take the twofold character of motivation into account are another precondition for the implementation of a feedback culture in the second/foreign language classroom. Teachers (and learners) have to consider that not every feedback is useful. If it comes to early, if it is not formulated in a learner-friendly manner and and if it does not reach the student to whom it is intended.
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- From Assessment to FeedbackApplications in the Second/Foreign Language Classroom, pp. 65 - 85Publisher: Cambridge University PressPrint publication year: 2023