Date

2017-06-15

Author

Kandemir, Anıl

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Feedback is stated as among the top 10 influences on achievement based on the meta analysis done by Hattie (2009) according to Hattie and Gan (2011). Carless (2006, cited in Hattie and Gan, 2011, p. 249) has shown that teachers consider their feedback far more valuable than students do, and students often find teachers feedback confusing, non-reasoned, and not understandable. Hattie and Gan (2011, p. 250-257) while discussing feedback in the book chapter, mainly focus on and consider four major psychological perspectives objectivism, information processing, socioculturalism, and visible learning theory that provide the frameworks for describing different views of learning and the nature of feedback. They also summarize that feedback is external response which may contain symbols that match an external entity, and it reinforces current representations or corrects misinterpretations of this external entity. Feedback is an important part of second language writing. Feedback has a potential to support the teaching environment. It is also seen as informational and advice to facilitate improvements (Hyland and Hyland, 2001). There are different types of feedback. These are teacher feedback, peer revision and self-master thesis as Corrective feedback is described by Lightbown and Spada (1999) as an indication to a learner that his or her use of the target language is incorrect (p.172), and it falls into two categories, explicit or implicit, depending on the way the errors are corrected. As it can be seen from the explanations and classifications, there are many types of feedback, depending on who is giving it, how it is given and all of these factors might be affecting the achievement, and the preferenc e of students and teachers on feedback is also discussed in many studies including the ones I have examined in this study. The research questions are employed are that what is the effect of feedback on students achievement of learning outcomes among ELT context in Turkish universities and the attitudes of students towards feedback in ELT context in Turkish universities. In order to answer these questions, 62 studies are examined and tried to be presented according to the main themes observed, such as achievement, attitude to feedback, students and teachers preferences of feedback. The studies examined are also grouped according to the sample or participants they are studied on. The studies are also examined according to the method they have employed. This study is designed as a systematic review research which is seen as one of the key features of research synthesis. Research synthesis is secondary research. It involves techniques and strategies to accumulate the findings of primary research (Davies, Nutley & Smith, 2000). Systematic review is defined by Charmels, Hedges and Cooper (2002) as the application of strategies that limit bias in the assembly, critical appraisal, and synthesis of all relevant studies on a specific topic. Meta-analysis may be, but is not necessarily, used as part of this process (pp. 176-7). Torgerson, (2003) also adds that systematic review studies seek to identify all the available evidence with respect to a given theme and such studies hav e the advantage of including all the studies in a field. Petticrew and Roberts (2005, p. 9) also define systematic review in such a way that emphasizing its role in limiting bias Systematic reviews are literature reviews that adhere closely to a set of scientific methods that explicitly aim to limit systematic error (bias), mainly by attempting to identify, appraise and synthesize all relevant studies (of whatever design) in order to answer a particular question (or set of questions). This study which is a systematic review of the use of feedback in English language teaching (ELT) context in Turkish higher education context, mainly includes studies done in preparatory classes and ELT departments, teacher candidates. Based on the eligibility criteria 26 thesis (20 MA thesis and 6 PhD dissertation) and 12 journal articles are included. A pattern is observed from the research studies conducted in the field of ELT higher education institutions in Turkey. Mainly , studies have focused on writing and speaking skills, however, in some studies grammar and vocabulary learning have been dealt. It can be obviously said that studies using both qualitative and quantitative data collection tools, the mixed-method design, consist most of the studies examined. Also, I can conclude that the topic is immensely studied in the preparatory schools and English language teacher education departments namely with ELT teacher candidates. So, we might say that both groups consist the main samples or participants of the related research studies examined. Feedback in writing skill is seen as effective on achievement in many studies, whereas the effect size is not given, so the effect sizes for quantitative studies couldn t be calculated. In qualitative studies, feedback is also found effective on achievement and in some studies students prefer teacher feedback rather than peer feedback whereas in some studies peer feedback is found also more effective than other types of feedback. In some studies, vocabulary and grammar learning are studied as well, and in these studies corrective feedback has no significant difference in a long term.

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https://www.researchgate.net/publication/317561509_A_Systematic_Review_Feedback_in_ELT_in_Turkish_Higher_Education_Context
https://hdl.handle.net/11511/88832

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Graduate School of Social Sciences, Conference / Seminar