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

2022-7
İstencioğlu, Türkan
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.

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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.