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dc.contributor.authorPollari, Pirjo
dc.date.accessioned2017-09-13T09:16:19Z
dc.date.available2017-09-13T09:16:19Z
dc.date.issued2017
dc.identifier.citationPollari, P. (2017). To feed back or to feed forward? : Students' experiences of and responses to feedback in a Finnish EFL classroom. <i>Apples : Journal of Applied Language Studies</i>, <i>11</i>(4), 11-33. <a href="https://doi.org/10.17011/apples/urn.201708073429" target="_blank">https://doi.org/10.17011/apples/urn.201708073429</a>
dc.identifier.otherCONVID_27205504
dc.identifier.otherTUTKAID_74909
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55343
dc.description.abstractGood feedback is a powerful element in learning. Ultimately, however, the impact feedback has on learning depends on how the learner responds to that feedback. So far, foreign or second language studies on feedback have mainly concentrated on different methods of error correction, not on students’ responses to feedback in general. This study aims to find out what students thought of the feedback they had received in their EFL studies. Furthermore, the study seeks to discover students’ different responses to that feedback. The data was gathered using a web-based questionnaire filled out by 140 students. The students, aged 17–19, were all from a single Finnish upper secondary school. The data was analysed mainly quantitatively. The results show that although students were primarily content with their feedback, they wanted more guiding feedback, i.e. more feed forward. They also wanted more personalised feedback as well as feedback that takes place during the learning process, and not only after it. In addition, the varimax-rotated principal component analysis brought out four different responses to feedback. The results indicate that feedback should be more differentiated to support and empower students in their EFL learning better.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherCentre for Applied Language Studies, University of Jyväskylä
dc.relation.ispartofseriesApples : Journal of Applied Language Studies
dc.subject.otherstudents’ responses to feedback
dc.subject.otherEFL teaching
dc.titleTo feed back or to feed forward? : Students' experiences of and responses to feedback in a Finnish EFL classroom
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201709073680
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosNormaalikoulufi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.laitosTeacher Training Schoolen
dc.contributor.oppiaineEnglannin kielifi
dc.contributor.oppiaineEnglishen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-09-07T12:15:13Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange11-33
dc.relation.issn1457-9863
dc.relation.numberinseries4
dc.relation.volume11
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s)
dc.rights.accesslevelopenAccess
dc.subject.ysopalaute
dc.subject.ysovoimaantuminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1236
jyx.subject.urihttp://www.yso.fi/onto/yso/p24516
dc.relation.doi10.17011/apples/urn.201708073429
dc.type.okmA1


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