Investigating teachers’ views and practices of feedback in English language education in middle schools from a teacher feedback literacy framework perspective

Download

tez_türkan.pdf

Date

2022-7

Author

İstencioğlu, Türkan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

557
views

409
downloads

Teacher feedback literacy refers to having the knowledge, expertise, and dispositions to design and employ feedback practices to enhance students’ feedback uptake and literacy (Carless & Winstone, 2020). This current qualitative research study aimed to uncover teachers’ views about feedback, employed and suggested feedback practices, and teacher competencies under the Teacher Feedback Literacy Competency Framework (Boud & Dawson, 2021). A basic qualitative research design was adopted to answer the research questions. The data were collected with the participation of 15 English language teachers working in a private middle school in Ankara, Turkey. Semi-structured interviews were carried out to collect the data, and all the data were audio-recorded, transcribed, and analysed via MAXQDA 2022. An inductive content analysis was employed to generate codes and themes to answer the first two research questions. For the third research question, both deductive and inductive content analysis was conducted by a sequential approach considering the framework as a lens during deductive analysis. The results demonstrated that teachers hold various views about feedback regarding the characteristics of the feedback mechanism, effective feedback, the role of feedback, the role of teachers, and expectations from the students. Moreover, inhibiting and enhancing factors to feedback were revealed. A diversity of employed feedback types delivered in different ways were unveiled. It was also found that teachers suggest school, assessment/feedback, and pre-service education-related practices to improve feedback practices. Lastly, the indicators of teacher feedback literacy comprised macro, meso, and micro competencies.

Subject Keywords

feedback, feedback literacy, EFL, basic qualitative research

URI

https://hdl.handle.net/11511/98164

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

A qualitative study of feedback literacy in higher education: uncovering enhancing and impeding factors Kara, Ceren; Çapa Aydın, Yeşim; Department of Educational Sciences (2021-10) Feedback literacy refers to learners’ competence and tendency to understand feedback information, make an evaluative judgment and use it to improve work and learning. The present study attempted to unveil feedback types, amount, and timing; and the indicators of feedback literacy along with the enhancing and impeding factors for feedback literacy. To answer the research questions of the study, a basic qualitative research design was employed. In total, 39 undergraduate students enrolled in English Language ...
Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions Dimitriadis, Yannis; Er, Erkan; Gasevic, Dragan (2021-02-01) Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the ...
Professional Development Needs of Turkish Teachers in an Era of National Reforms Gokmenoglu, Tuba; Clark, Christopher M.; Kiraz, Ercan (2016-01-01) An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers' expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers' in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any profess...
A comparison of two teacher-written feedback procedures given to EFL students at the department of basic english and students' attitudes towards these feedback procedures Tümkaya, Umman; Seferoğlu, Gölge; Department of English Language Teaching (2003) This thesis aims to compare two teacher-written feedback procedures (total feedback via error codes vs. selective feedback via general comments) for the students' structural errors - grammar, vocabulary, mechanics- and to examine students' attitudes towards these feedback techniques. For this purpose, two groups consisting of 10 students in each at the Department of Basic English were given feedback with the above mentioned techniques for eight weeks and heir performance was tested in a writing exam at the ...
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01) This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...

Citation Formats

T. İstencioğlu, “Investigating teachers’ views and practices of feedback in English language education in middle schools from a teacher feedback literacy framework perspective,” M.S. - Master of Science, Middle East Technical University, 2022.