ABSTRACT

Few studies have examined how teachers’ oral feedback in whole-class interactions is received, perceived and used by students to enhance learning. This paper details an in-depth study of secondary teachers’ and students’ reflective comments on classroom oral feedback. The study examined perceptions of teachers and students in English and mathematics classroom interactions. Key findings showed that much teacher feedback was not recognised by students, and that when feedback was recognised it was often not perceived as the teacher had intended. Further, feedback in mathematics was more often recognised and perceived as intended compared to English. If feedback is not received by students, or not perceived as intended by the provider, it is unlikely that the feedback message will achieve its intended effect of supporting student learning. The study provides evidence that feedback perceptions – and thus feedback effectiveness – are context-dependent, subject-dependent, and individual-dependent.

摘要

很少有研究检查学生如何在全班级互动中获得，感知和使用教师的口头反馈来增强学习。本文详细研究了中学教师和学生对课堂口头反馈的反思性评论。该研究检查了英语和数学课堂互动中师生的看法。主要发现表明，很多老师的反馈未被学生认可，并且当反馈被认可时，通常不会被认为是老师的预期。此外，与英语相比，数学反馈更经常被识别和认为是预期的。如果学生没有收到反馈，或者提供者没有意识到反馈，则反馈消息不太可能达到支持学生学习的预期效果。