Rethinking the role of feedback as constituent of a dialogic approach in the EFL class
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Date
2024
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Volume Title
Publisher
PUCE - Quito
Abstract
Regarding assessing teaching-learning processes, from the mid-XIX century to the most recent research by O’Donovan in 2017, challenges have been found concerning knowledge and the process of knowing and their effect on how students’ attitudes towards evaluation differ depending on how they perceive knowledge and knowing. There is a debate on why feedback has not yet been incorporated harmoniously within formative assessment, finding power structures around knowledge as an obstacle. Recent studies such as Ajjawi’s in 2018 have provided evidence of feedback being a fundamental aspect of learning and recommended it to be pluralist, contextualized, dialogic, and relational. In other words, the feedback’s principal component should be a dialog among peer students, teachers, and between students and teachers. Our research aims at questioning how feedback strategies respond or not to a constructivist and democratic dynamic and placing in our imagination the possibility of dialog in feedback during English as a Foreign Language (EFL) classes by using interviews, surveys, and focus groups with teachers and students. We explored the perceptions of teachers and students on the role of feedback within education and their imaginaries about how to improve EFL skills through authentic feedback.
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Keywords
Educational feedback, Formative assessment, Constructivist education, English language - Study and teaching - Foreign speakers