A Review and Prospect of the Research on English Teacher Feedback in China from 2011 to 2021

This study uses the literature research method to search the domestic literature on English teacher feedback from 2011 to 2021,and reviews the research on the three main functions of English teacher feedback,namely language function,cognitive function,and emotional function,so as to explore the current situation of domestic research on teacher feedback.The results show that:First,in terms of research methods,the study of teacher feedback mainly adopts the combination of qualitative and quantitative research methods,and reveals the characteristics of the use of teacher feedback in Chinese English classrooms.Secondly,in terms of research objects,the research on teacher feedback in China is biased towards the research in universities and high school classrooms.Finally,in terms of research perspectives,the study of teacher feedback is mainly conducted from the perspective of classification,characteristics and functions of feedback.This paper also finds existing problems in the current research and prospects for future trends in development for future research.

Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.

Teacher feedback, peer comment and online review in L2 writing

It is apparent that writing has played an irreplaceable role in research and pedagogy because of the recognition of English as lingua franca and also the growing number of students going abroad for higher education.In the context of China,various kinds of feedback can be considered as significant factors to enhance Chinese English learners'writing ability.

Peer and Teacher Feedback in A Foreign Language Research Writing Course:A Case Study of Doctoral Students’Perspectives in Finland

The provision of feedback on student work has been a common and even recommended practice across levels of education throughout the years.In the field of academic writing pedagogy,giving feedback has become a crucial part of the teaching/learning process given that composition skills are quite intricate and difficult to master,requiring a cycle of continual drafting,feedback and re-drafting until a final version is produced.Teacher feedback appears to be the most utilized in current classrooms,with peer feedback beginning to be applied in many disciplines as well in recent times.Nevertheless,it appears that most research studies on the uses and the benefits of teacher and peer feedback focus on undergraduate students with graduate students’voices less contemplated in this regard.Considering this potential research gap as well as the fact that doctoral students are often more skilled and competent writers,this study analyses these students’attitudes and views toward the need of teacher and peer feedback in a research writing in English course delivered in a Finnish university with a mix of international and local students.The results seem to indicate that both types of feedback,but specifically a combination of both,were well-accepted and highly-regarded by these students,particularly as far as reader-friendliness is concerned.

A Study of Teacher Feedback in Different English Class Types

This essay mainly focuses on the feedback move in IRF(initiate- response- feedback) to investigate the characters and functions of teacher feedback in different class types through classroom observation. The research finds that(1) teachers in different class types prefer to adopt evaluative feedback and use more positive feedback.(2) the proportion of each feedback is different in listening and speaking, reading and writing class. The implications are that English teachers in senior high school should adopt different feedback flexibly and consider what kind of feedback is more likely elicit the students' output in different class types.

On Reducing the College Students' Oral Anxiety by Teacher feedback——A Case Study of Guizhou University

With closer contact with the other countries,China needs a communication bridge—English,to help us adapt to this international world.So there is no doubt about the importance of oral English.There are still a lot of difficulties to improve language learner’s spoken English.In this thesis,the author use observation,questionnaire and interview to prove that teacher feedback is capable to on reducing language learner’s anxiety and improve their oral English ability.

The Provision of Teacher Feedback on Students＇Writing in College English Teaching

Based on several pieces of research,this paper discusses about the provision of teacher feedback on students’writing in college English teaching.In the practice of providing teacher feedback,several factors including the focus and the patterns of language use may influence the effectiveness of student’s writing.

The Impact of Teacher Feedback on the Long-term Improvement in the Accuracy of EFL Student Writing

本研究利用实验组和控制组数据来证明对学生作文给予不同的教师反馈可使两组人在写作准确性的长期进步中产生显著差异。对实验组采用的修改方法是修改加上相应的详细解释,该方法的效果在这个实证研究中清晰可见。而与此同时,对控制组的作文不修改错误,只给概括性的评语。结果,控制组在EFL写作准确性上进步很小。因此,我们认为这种修改方法对学生写作准确性的长期进步更有帮助,并且应该应用于EFL写作教学中。

On Teacher's Feedback from the Perspective of Communication

Classroom interaction involves many aspects,among which teacher's feedback is an important element.This paper aimes at studying teacher's feedback from the perspective of communication.It first discusses the definition of teacher's feedback and analyses the functions of teacher's feedback in the classroom interaction and then explores some strategies for effective feedback based on communication theory.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

The Literature Review of Teacher’s Feedback and Students’ Participation in Class

Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.

A Comparative Study of Teacher and Peer Feedback in ESL Writing Course

Feedback occupies an essential position in the ESL context. The purpose of this paper is to compare the advantages and disadvantages of teacher and peer comment and also review studies related to ESL learners' attitudes towards teacher and peer feedback. Many studies have revealed that teacher feedback has played an important role in L2 writing process. However, with the continuing research of L2 language writing pedagogy, it is argued that peer review could be a complementary teaching technique aiming to assist learners' higher thinking process and follow-up editing.

Politeness Strategies of Teachers' Feedback in Higher Vocational English Class

Based on the research of teachers' feedback and politeness strategies, this study adopts the natural research method-classroom observation, and analyzes ten typical politeness strategies teachers widely use in giving feedback to demonstrate how teachers improve the efficiency of classroom interaction by these strategies based on the collected data, aiming at giving inspiration to the use of teachers' politeness strategies to further improve English teaching and to develop students' competence in using English.

Future Directions in Studies on Student Perception of Teacher Written Feedback

Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

教师联合同伴反馈的实践合作学习模式在创伤护士救护技能培训中的应用

目的 探索基于实践合作学习模式的教师反馈联合同伴反馈在创伤护士救护技能培训中的应用效果。方法 按培训时间将创伤护士分为两组,2023年6-9月参加中国创伤救治培训护理版课程培训的护士514人为对照组,7-10月参加培训的护士510人为试验组。对照组按常规进行创伤救护技能培训,试验组实施基于实践合作学习模式的教师反馈联合同伴反馈的培训方法。培训结束后,对参加培训的创伤护士进行创伤救护知识考核,对试验组进行创伤急救团队配合技能考核,对28名学员进行课后座谈以了解应用效果。结果 试验组创伤救护知识考核成绩显著高于对照组(P<0.05);试验组创伤急救团队配合技能考核总分为85.41±8.68;座谈显示,学员认为此培训形式新颖,可使成员熟悉并掌握创伤急救团队配合流程,团队配合顺畅,但感觉培训压力较大。结论 基于实践合作学习模式的教师反馈联合同伴反馈的创伤救护技能培训,能提高创伤护士创伤救护知识,更好地掌握团队配合技能。

中学新手英语教师反馈素养培养与发展研究

中学新手英语教师是否具备反馈素养是学生能否积极投入教师反馈的关键。为提升学生学业成就并形成教师反馈素养培育方案,研究采用叙事问卷和半结构化访谈,深入调研新手教师反馈素养的现状及其影响因素。研究发现,虽然新手英语教师对反馈本质认识欠缺,并呈现出反馈设计模糊、反馈新技术使用率低、反馈方式偏向传统等特点,但是普遍认可反馈的重要性,对反馈过程中的师生角色定位有较清晰认知,反馈态度积极,反馈反思及学习意识强。建议新手英语教师将反馈设计与课型要求相结合,英语师范教育课程体系要增加反馈理论及反馈素养培训专题内容。

边际效用理论视域下高职院校教师评价策略研究

随着跨学科研究的发展,作为经济学中的边际效用理论正逐渐被应用于教育领域当中,用来解释相关的教育现象。试从边际效用理论视域出发,分析当前我国高职院校教师评价在价值理念上人文关怀不够、评价标准上个性化特征不明显、评价主体上评价能力差异性较大、评价方法上单一化现象严重、评价结果上教师职业发展的服务作用缺乏等诸多问题,并针对问题提出应“树立先进评价理念,注重以人为本;坚持优化评价标准,提高指标契合度;构建专业评价主体,增强评价信度;积极改革评价方法,加强综合评价;构建合理反馈机制,善用评价结果”等优化策略。

教师在线培训中社会比较性反馈机制构建与应用研究

教师在线培训是教师专业发展的重要途径之一。优质的在线异步协作学习能够有效促进教师在线培训效果,但非实时性等特点使得在线异步协作学习面临挑战。研究基于社会比较的视角,构建了面向在线异步协作场景的社会比较性反馈机制,包括在线学习活动模块、数据采集与处理模块和社会比较模块,为教师学习者提供行为、认知、交互、情感四个维度的社会比较性反馈,并通过准实验研究验证了该机制的有效性。结果表明,社会比较性反馈有助于提升教师学习者的群体协作学习绩效,并较大程度地提升了教师学习者的学习积极性和满意度。研究旨在为提升教师在线培训效果,促进教师队伍高质量建设提供理论与实践参考。