Running head: THE ROLE OF FEEDBACK 1

Interactional Feedback in English Language Teaching and SLA

Shuting Shen and Yini Chen

Colorado State University

THE ROLE OF FEEDBACK 2

Introduction

In second language acquisition (SLA), errors are considered to be a natural part of the

learning process and a sign of students' efforts to learn the target language (Gitsaki & Althobait,

2010). Feedback is defined as the immediate reaction to learner errors. In order to give effective

feedback, it needs to indicate to learners if their answer is correct or incorrect, and provide

enough information and guidance to generate the correct target form (Gitsaki & Althobait, 2010).

In a teaching environment, feedback usually refers to the information that is delivered to learners

to accomplish a certain learning task in order to improve and enhance the quality of students'

learning (Suzuki, 2005). Feedback can help language learners to realize their outstanding

problems in the process of SLA and provide them more opportunities to focus on production and

comprehension of the second language so as to promote the development of their L2 (Suzuki,

2005). According to Schachter (1991), feedback can be explicit (i.e., a grammatical explanation,

an overt error correction) or implicit (i.e., confirmation checks, repetitions, recasts, clarification

requests.). In the process of language teaching, teachers need to pay attention to the selection and

application of various feedback. According to Lyster and Ranta (1997), feedback consists of the

following six types: explicit correction, metalinguistic feedback, recasts, clarification requests,

and repetition. In addition, comparing various types of feedback is one of the ongoing topics in

the second language (L2) field (Ito, 2015).

Thus, this final project is intended to: a) discuss the background and theoretical

frameworks associated with the concept of feedback; b) summarize empirical findings in

research focused on six types of feedback; c) apply them to the design of lesson plans for

practical use in an ESL/EFL context; and d) offer considerations for educators using feedback.
THE ROLE OF FEEDBACK 3

Literature Review

According to Fanselow (1977) and Lyster and Ranta (1997), the main errors of students

were as follows:

• L1 use: when a student does not know the target utterance and suddenly uses nontarget

language;

• Grammatical: incorrect use of grammatical categories one or more times;

• Lexical: incorrect or inappropriate use of words;

• Phonological: non-target like pronunciation.

The types of interactional feedback were categorized according to Lyster and Ranta’s

(1997) taxonomy. Definitions of the six types of feedback in this paper precisely followed the

study of Lyster and Ranta (1997), Ellis (2009), Vries, Cucchiarini, Strik and Hout (2010). The

following explains each feedback type, along with examples:

1. Explicit feedback

a) Explicit correction: Explicit correction refers to the process of providing learners with

direct feedback. Teachers can clearly point out that the learner's choice of words are incorrect.

By doing so, they lead the learner’s attention to the mistake (Ranta & Lyster, 1997;

Varnosfadrani & Basturkmen, 2009; Vries, Cucchiarini, Strik & Hout, 2010). Lyster and Ranta

(1997) refer to the explicit provision of the correct form. Sometimes the wrong form is identified

by the student and the right form is provided in the teacher's turn (Ranta & Lyster, 1997). In

addition, Ellis (2009) points out that in explicit correction, the corrector indicates an error has

been committed, identifies the error and provides the correction. Here are some examples:

● S: On May. (Error – grammatical)

THE ROLE OF FEEDBACK 4

T: Not on May, In May. We say, “It will start in May.” (Feedback – explicit

correction)

● S: So we write pacific [paʃifik]. (Error – phonological)

T: Say [pasifik], not [paʃifik]. (Feedback – explicit)

● S: Smoking should be banned [banid] in all bar and restaurants. (Error –

phonological)

T: Yeah, the word banned, you say banned [bӕnd]. (Feedback – explicit)

In the experiment of Varnosfadrani and Basturkmen (2009), they studied the difference

between explicit correction and implicit correction in language learning. In their experiment,

each learner is assigned two different paragraphs and required to read both tasks in the following

two situations. The learner is then asked to reconstruct the content of the article. This means the

learner can retell the content in their own words. Then, the researchers could select one of two

treatment categories, explicit treatment or implicit treatment, to randomly correct some of the

grammatical errors that the learner makes in each task paragraph. The results show that the effect

of explicit correction is more significant than implicit correction. Varnosfadrani and Basturkmen

(2009) speculate that the possible reason for the better effect of explicit correction may be that it

is more effective in improving the awareness of learners' correction characteristics. Explicit

correction involves meta-language feedback and provides the correct form, but the implicit

correction involves only providing the correct form. Given that attention plays a crucial role in

learning, consciousness may be the main reason why the explicit group is better than the implicit

group of participants (Varnosfadrani & Basturkmen, 2009).

THE ROLE OF FEEDBACK 5

b) Metalinguistic feedback: Lyster and Ranta (1997) mention that metalinguistic

feedback includes comments, information, or questions related to students' pronunciation,

without directly providing the correct form. It points to the nature of the error but tries to elicit

information from the students. This corrective feedback allows the learner to analyze his/her

discourse in language. Here are some examples:

● S: He without. (Error – grammatical)

T: without... where is the verb? (Feedback – metalinguistic)

In order to investigate the effects of the study on language learning, Rezaei and

Derakhshan (2011) chose 60 participants to conduct the experiment. This experiment studies the

effects of two types of error correction feedback (CF) in task-based grammar instruction (TBGI).

After administering a Nelson test, researchers randomly selected 60 participants from the 100

testers. The 60 participants were randomly divided into three groups: recasts, metalinguistic, and

no-feedback group. Each group consisted of 20 participants. The researchers then developed a

test condition and a wish statement to ensure that participants had no prior knowledge of these

target structures. The results of the one-way ANOVA revealed that both recasts and

metalinguistic feedback are effective in TBGI, but that metalinguistic feedback is more effective

in TBGI.

c) Elicitation: According to Lyster and Ranta (1997), elicitation refers to techniques that

teachers use to directly elicit the correct form from the student. One technique is that teachers

elicit completion of their own utterance by strategically pausing to allow students to fill in the

blank as it should be (Lyster & Ranta, 1997). The other technique is that teachers use questions

to elicit correct forms. Either way, teachers do not provide correct forms in their turn (Lyster &

Ranta, 1997). Ellis (2009) clarifies that the corrector repeats some of the learner's utterances, but
THE ROLE OF FEEDBACK 6

does not repeat the erroneous ones, and in an elevated tone, indicates that the learner should

complete it. The teacher tries to elicit the correct form by asking students to complete a sentence,

asking a question, or requesting a re-enactment (Vries, Cucchiarini, Strik & Hout, 2010). Here

are some concrete examples:

● S: Because I enjoy city life [laip] (Error – phonological)

T: City... (Feedback – elicitation)

● S: I’ll come if it will not rain. (Error – grammatical)

T: I’ll come if it ......? (Feedback – elicitation)

In addition, according to Panova and Lyster (2002), elicitation is a correction technique,

which can make learners correct themselves, and in the process of face-to-face interaction can be

finished by one of the following three ways. One of the strategies is to ask for reformulations of

an ill-formed utterance. The second is through the use of open questions. The least

communicative and therefore the most implicit strategy is to use strategic pauses to get learners

to complete a word. Therefore, the elicitation is in the middle of explicit and implicit continuous

correction feedback. Such corrective feedback is usually not accompanied by other types of

feedback, and each method of implicit feedback or explicit feedback are not identical.

2. Implicit feedback

a) Recasts: Lyster and Ranta (1997) point out these involve the teacher's restatement of

all or part of the student's content, fixing the mistakes. They are generally subtle, because they

are not introduced by phrases like yours or you should say. In other words, the teacher will not

point out that the student made a mistake but give them the correct form. The corrector combines
THE ROLE OF FEEDBACK 7

the previously incorrect utterances with the changed content words and modifies the utterances

in some way, such as phonological, syntactic, or morphological (Ellis, 2009). Here are some

examples:

● S: You should go see doctor. (Error – grammatical)

T: the doctor. (Feedback – recast)

● S: In the middle is good. Neutral [neutral]. (Error – phonological)

T: Oh neutral [nju:tral]. (Feedback – recast)

● S: I went there two times. (Error – grammatical)

T: You’ve been. You’ve been there twice as a group? (Feedback – recast)

Lyster and Ranta (1997) conducted a study in a French Immersion class and found that

recasts are used more frequently (55%) than other types of feedback, such as explicit corrections,

metalinguistic feedback, clarification requests, elicitation, and repetition. However, despite their

high frequency of occurrence, recasts led to the least amount of uptake (31%). Most of the other

feedback types resulted in student uptake (i.e., students corrected their output) in over 80% of the

times they were used. In subsequent studies, Panova and Lyster (2002) studied the type of

feedback and the absorption of the feedback for learners in non-immersion situations and found

similar results. Contrary to naturalistic classroom research, several experimental studies have

shown that recasts have a positive influence on the precise control of certain L2 productions,

such as vocabulary and grammar, at least for a short time (Braidi, 2002; Long, Inagaki, &

Ortega, 1998).

b) Clarification requests: Ellis (2009) talks about how the teacher pointed out that they do

not understand what the learner is saying. Questions indicate that the discourse has been

misunderstood or incorrect and needs to be repeated or reformulated (Vries, Cucchiarini, Strik &
THE ROLE OF FEEDBACK 8

Hout, 2010). These are all forms of problems. For example, Pardon? Could you repeat it? In

addition, a teacher can try to reveal the wrong expected form with a rising tone. This type of

corrective feedback is used when there is a language problem in the learner's speaking process,

and when the learner's discourse is not understood. Unlike explicit corrections or restatements,

clarifying requests can refer to understandable issues (Lyster & Ranta, 1997). Here are some

examples:

● S: result [result] of something (Error – phonological)

T: What did you say? (Feedback – clarification)

● S: He sick [sӕk] (Error – phonological)

T: sick? (Feedback – clarification)

● S: What do you spend with your wife? (Error – grammatical)

T: What? (Feedback – clarification)

In addition, according to Lyster and Ranta (1997), the questions contained in the

feedback indicate that the statement has been formed or misunderstood and needs to be

reformulated or repeated, and the feedback is determined to clarify the request. Clarification

requests, unlike explicit error corrections, recasts, and translations, can rely more consistently on

generating output from a learner because the clarification request may not provide the learner

with any information about the type or location of the error (Rezaei, Mozaffari & Hatef, 2011).

c) Repetition: Lyster and Ranta (1997) indicate that repetition feedback refers to the

teacher's isolated repeating of a student's erroneous words. In most cases, the teacher adjusts

their tone to highlight the error. Moreover, the teacher repeated the learner's discourse,

emphasizing the error by changing the tone for that section of speech (Ellis, 2009). Here are

some examples:
THE ROLE OF FEEDBACK 9

● S: When I don’t understand what garden [kuden] is in Japan, (Error –

phonological)

T: [kuden]? (Feedback – repetition)

● S: I will showed you. (Error – grammatical)

T: I will SHOWED you. (Feedback – repetition)

S: I’ll show you.

In addition, according to Rezaei, Mozaffari and Hatef (2011), another way to provide

corrective feedback is repetition. Compared with explicit error correction or metalinguistic

feedback, repetition is less intrusive and, therefore, is at the hidden extreme in the continuum of

corrective feedback.

Overview of feedback

Table 1 provides examples of all six different types of corrective feedback. Recasts,

clarification requests, and repetition all fall under the category of implicit feedback. Contrarily,

explicit correction, metalinguistic and elicitation feedback fall under the category of explicit

feedback.

Table 1

Six Types of Corrective Feedback with Examples

Type of Corrective Feedback Example

1. Explicit Correction ● S: On May. (Error – grammatical)

T: Not on May, In May. We say, “It will start

in May.” (Feedback – explicit correction)

THE ROLE OF FEEDBACK 10

● S: So we write pacific [paʃifik] (Error –

phonological)

T: Say [pasifik], not [paʃifik] (Feedback –

explicit)

● S: Smoking should be banned [banid] in all

bar and restaurants. (Error – phonological)

T: Yeah the word banned, you say banned

[bӕnd] (Feedback – explicit)

2. Recasts ● S: You should go see doctor. (Error –

grammatical)

T: the doctor. (Feedback – recast)

● S: In the middle is good. Neutral [neutral].

(Error – phonological)

T: Oh neutral [nju:tral]. (Feedback – recast)

● S: I went there two times. (Error –

grammatical)

T: You’ve been. You’ve been there twice as a

group? (Feedback – recast)

3. Clarification Requests ● S: result [result] of something (Error –

phonological)
THE ROLE OF FEEDBACK 11

T: What did you say? (Feedback –

clarification)

● S: He sick [sӕk] (Error – phonological)

T: sick? (Feedback – clarification)

● S: What do you spend with your wife? (Error –

grammatical)

T: What? (Feedback – clarification)

4. Metalinguistic feedback ● S: He without. (Error – grammatical)

T: without... where is the verb? (Feedback –

metalinguistic)

5. Elicitation ● S: Because I enjoy city life [laip] (Error –

phonological)

T: City... (Feedback – elicitation)

● S: I’ll come if it will not rain. (Error –

grammatical)

T: I’ll come if it ......? (Feedback – elicitation)

6. Repetition ● S: When I don’t understand what garden

[kuden] is in Japan. (Error – phonological)

T: [kuden]? (Feedback – repetition)

● S: I will showed you. (Error – grammatical)

T: I will SHOWED you. (Feedback –

THE ROLE OF FEEDBACK 12

repetition)

S: I’ll show you

Through the above literature review, we have explored the specific use methods and

effects of these six kinds of feedback. In the next section, we will choose different types of

feedback for the types of errors that students are prone to in English learning activities. We will

refer to the examples in the literature review for the practical application of each type of

feedback.

Pedagogical development

Course Description: The class is composed of twenty-five elementary school students who are

all from China. The students have low level English abilities, and they are learning the most

basic English grammar points. The course mainly focuses on listening and speaking in order to

enable them to master basic English conversation skills.

Lesson plan (1)

Unit 1 Welcome back to school
THE ROLE OF FEEDBACK 13

1. Students will be able to listen and say these words：friend, I’m=I am,
nice, good morning, too, welcome, back, new, from, America, see, again,
class, we, today, Miss.
2. Learn these sentences: Welcome back to school.
Goals/ Nice to see you again.
Objectives Nice to see you, too.
We have a new friend today.
I’m XXX, I’m from America.
3. Students will be able to speak a dialogue using the new sentences.
4. Students will be interested in English. They will want to talk in
English. And they enjoy communicating.

Key points:
1. New words: friend, I’m=I am, nice, good morning, too, welcome, back,
Key points new, from, America, see, again, class, we, today, Miss.
and 2. New sentences: Nice to see you again.
difficulties Nice to see you, too.
in teaching We have a new friend today.
I’m XXX, I’m from America.

Difficulties:
1. Students can understand this sentence: Welcome back to school.

Materials 1. The flags of China, America, and Canada.

2. Amy’s headwear.

Process Teaching content Teacher and student Feedback

activity design
THE ROLE OF FEEDBACK 14

Warm up:
1. Sing this song: Hello.
2. Teacher and Students T: Hi, boys and girls.
make a talk. Welcome back to
Teach these words: boy, school! XXX, Welcome.
girl, Nice to see you again.
Ⅰ welcome, back, nice, S: Nice to see you, too.
see, again, too. T: XXX, welcome back
Welcome back to to school!
school. / Welcome! Nice to see you again.
Nice to see you again. S: …….
Nice to see you, too.
（a）

3. Ss role play as T and S

to speak the dialogue.

Presentation:
1. Teach: Good morning. T: Good morning, boys
and girls!
2. T shows Amy’s S: Good morning,
headwear, Teach: teacher.
class, we, new, friend, T: Class, we have a new
Ⅱ today. friend today. Look, who
● Class, we have a is she?
new friend today. S: Amy.
T: Please read after me:
We have a new friend
today, she is Amy.
T: Now, look at me.
Hello, Amy.
3. Amy shows the flag of Amy: Hi! I’m Amy. I’m
America. from America.（1）
T shows the flag of T: Welcome, Amy. I’m
China. XXX, I’m from China.
Teach: I’m=I am, How about you? Please
from, America. (b) come here and introduce
● I’m XXX, I’m from yourself, like this: I’m
America. XXX, I’m from China.
 THE ROLE OF FEEDBACK 15

Practice:
1. Read the new words
and new sentences.
2. Do a game: T shows
the headwear and the
Ⅲ flag, Ss say the sentence.
3. Let’s use these
sentences.
4. Ss listen to the tape,
and read the text. (c)
T: Now, read after me.
T: “Let’s do a game. I
will show the headwear
and the flag, you come
here and say this
sentence: I’m Amy. I’m
from America. Others
say: “Welcome!” or
“Nice to meet you.”
（2）”

Homework 1. Write new words and new sentences, the requirements: Students need to copy
a new word once and a new sentence twice.

Lesson plan (2)

Unit 2 My family

Goals/ Objectives 1. Students will be able to listen and say these words: sister,
brother, big, help, each other, together.
2. Learn these sentences: What a big fish! Help each other.
3. Students will be able to introduce their family member.
4. Students will be interested in English, they like to
communicate, and they feel happy in it.

Key points：
1. New words: sister, brother, big, help, each other, together.
Key points and 2. New sentence: What a big fish!
difficulties in Help each other.
teaching Difficulties：
1. Pupil can remember new sentences.

Materials Word cards, tape and sound recording.

 THE ROLE OF FEEDBACK 16

Process Teaching content Teacher and Feedback

student activity
design

Warm up:
Ⅰ 1. “Let’s sing the song: We are
family.”
2.Daily dialogue. T: Who is he? Do
T shows own family member’s you know? Ask me,
photo. please. Come on!
Who can try?
S1: Who’s that man?
T: Guess!
S1: Is he your friend?
T: No, he’s my
grandpa.

Presentation:
1. Read the text of “Let’s talk”,
then act it.
2. T points the fish and shows a
picture of a big fish.
Teach: What a big fish!
Ⅱ T shows the pictures of “big
and small”. T points the big
one.
3. T shows a picture of clown.
Teach: Help each other.
Play together.
T: What’s this?
Ss: This is a fish.
T: Is it that fish? I
think it isn’t. What a
big fish! (3)
T: What a big sheep!
What a big people!
T: What’s this? Who
can help me?
T: In our class, we
can help each other.
T: And in our class,
we can play together.

Practice:
1. Let’s chat.
2. Read new words and new T: “Now, I will
sentences. divide you into
Ⅲ three groups,
let’s match who
can do quickly.”
 THE ROLE OF FEEDBACK 17

T: “I say, but you

don’t hear, and
you guess.”

Homework 1. Introduce a family member to your new friends. (d)

2. Recite this chant to your parent.

Lesson plan (3)

Unit 3 How many?

1. Students will be able to listen and say these word：

Goals/ Objectives look at, guess, open, right
2. Students will be able to learn these sentences: How
many ……s do you have? I have ………
Open it and see!
That’s right!
3. Students will be able to speak a dialogue using the new
sentences.
4. Students will learn the numbers in English.
5. Students will be interested in English. They will enjoy talking
in English.

Key points and difficulties in Key points：

teaching 1. New sentences: How many ……s do you have? I have
………
Open it and see!
That’s right!
Difficulty：
1. Students can remember new words and sentences.
 THE ROLE OF FEEDBACK 18

Materials Teacher prepared PPT.

Process Teaching content Teacher and student Feedback

activity design

Warm up:
1. Sing this song: One Two Three
Four Five
Ⅰ 2. T shows the picture about T: What can you see in
kites, cats and rabbits. the picture?
Ss: I can see ………

Ⅱ Presentation: T: “I have some pencils.

1. T shows a pencil-case. How many pencils
Teach: guess, open, right. do I have? Guess,
How many pencils do you please!”
have? Ss: ……… (4) When the
Open it and see. T: Open it and see. Count student
I have ……. please! answer how
That’s right. (e) Ss: One, two, three, many pencils
……seventeen. Oh, the teacher
seventeen pencils. have, the
T: That’s right. I have plural is not
seventeen pencils. added "s". The
T: How many pencils do teacher can
you have? use
2. T shows a box of new crayons. Ss: I have ……. metalinguistic
T: Look, John has a box feedback. For
of new crayons. They example, the
are very nice. How teacher says
3. Ss read after the tape. many crayons does “Pencil?
4. Ss read the new words and John have? There are
new sentences. more than one
pencil here.”
in order to
elicit the
correct answer
from the
students.
Besides, the
 THE ROLE OF FEEDBACK 19

teacher can
use
clarification
feedback. For
example, the
teacher says
“what do you
say?” and the
teacher tries to
let the student
recognize the
mistake by
repeating the
answer.

Ⅲ Practice:
1. Let's play. T: How many ……s do
T shows the pictures, Ss you have?
practice the sentence patterns. Ss: I have …….
T: Eleven.
2.T gives every Ss a picture, S1: How many ……s do
then says a number, and the Ss you have?
practice the sentence pattern. S2: I have eleven.

Homework 1. Ss make a dialogue using these sentences.

2. Remember new words and sentences.

Discussion
The course content we designed is for elementary so the grammar points of the course are
very basic and simple. In this section, I will discuss two aspects of the lessons.
> According to the types of errors (the parts marked has been bolded and used English
letters in the lesson plans) that students may have in the course of the above teaching activities,
what types of feedback can we choose?
> Which parts can be improved in the design of the above teaching activities (Arabic
numerals in the lesson plans)?
THE ROLE OF FEEDBACK 20

First, discuss the teacher’s choice of feedback in the teaching process. In part (1), the
teacher needs the students to use the sentence pattern I’m……. to answer the question. However,
this is the first time for the student to learn and use the sentence pattern of I am/I’m, so students
may miss am/’m in the process of answering. This is a grammatical error. For these kinds of
grammatical errors and according to the literature review, we can use the metalinguistic
feedback, elicitation, and recasts.
> Metalinguistic Feedback:
S: I from America.
T: I from… where is the be verb?
> Elicitation:
S: I from America.
T: I……?
> Recasts:
S: I from America.
T: I from.
In addition, in part (3), the students may miss a before the single noun, and in part (4), the
students may miss the plura; s after the word. It is possible to have errors in both parts, so these
two parts also can apply the metalinguistic feedback, elicitation, and recasts.
In part (2), the students may make errors in the pronunciation of flag[flæg]. In view of the
phonological errors, teachers can use explicit feedback, elicitation, and clarification requests.
> Explicit Feedback:
S: I’m Amy. I’m from America [əˈmɛrɪkən].
T: Say [əˈmɛrɪkə], not [əˈmɛrɪkən].
> Elicitation:
S: I’m Amy. I’m from America [əˈmɛrɪkən].
T: America….
> Clarification Requests:
S: I’m Amy. I’m from America [əˈmɛrɪkən].
T: What did you say?
Then, several parts of the three lesson plans can be improved.
THE ROLE OF FEEDBACK 21

> In part (a), the teacher should explain when to use “too” in a sentence and why to use
“too”. This can help students correctly decide when to use "too", compared to “to” or “two” in
their speaking or writing.
> In part (b), the teacher should explain in a simplified form, and provide some exercises
to help the students to remember the grammar point.
> In part (c), it’s too boring that teachers always ask the students to use the new sentence
pattern to answer the question. The teacher can design some interesting activities to help students
use the new sentence patterns (i.e., role play).
> In part (d), for this homework, the teacher can give the students homework of recording
a video. Both the students and teacher can find errors in the videos and correct them.
> In part (e), before letting the students count the number of the pencils, the teacher
should spend some time on explaining how to express plural nouns.

Implications for teachers

For non-native English speakers, mistakes in speaking, writing, listening and reading are

unavoidable in the process of learning English. There are many ways for teachers to correct

mistakes, such as recasts, metalinguistic feedback, or explicit correction. Besides, teachers can

give written or spoken feedback. Feedback is very important for improving and developing

necessary knowledge and skills for learners. Students can reflect on themselves and improve

their abilities from teachers’ feedback. Feedback is not a one size fits all process. For example,

feedback as recasts focuses on grammatical and lexical errors, while repetition feedback can

focus on phonological errors.

As future teachers, we should know how to use different types of feedback for students’

learning. Correction is a part of teaching (Edge,1989), therefore, this helps students gain focus

when dealing with feedback, and they will see their problems and correct them. In addition,

teachers can help students significantly improve their speaking, listening, reading, and writing

skills by determining which type of feedback is most effective in a specific area. According to
THE ROLE OF FEEDBACK 22

Topping (1998), peer feedback can be beneficial for learning, which might be due to the

differences from teacher feedback since learners may feel more confident or less nervous with

their peers. In our future English teaching, we will consider using peer feedback to help learners

become more critical writers and better readers of their own writing. For us, we think teachers

have a clear responsibility to develop students’ learning abilities by providing feedback so that

students can begin to develop fluency. When providing feedback, teachers must consider each

student individually. Classrooms are full of different learners. Some students need to be pushed

to a higher level, and others need to be dealt with very gently, so as not to interfere with learning

and damage self-esteem. It is important to balance the feelings of students and provide

appropriate feedback. Also, one-on-one meetings with students are one of the most effective

ways to provide feedback. Students will receive individualized attention and be allowed

opportunities to raise the necessary questions in a safe environment. As with all aspects of

teaching, this strategy requires good time management.

THE ROLE OF FEEDBACK 23

Appendix A
Lesson plan 1
1. Flags

America

China

Canada

Amy’s headwear
THE ROLE OF FEEDBACK 24

2. Song
https://youtu.be/tVlcKp3bWH8

Appendix B
Lesson plan 2
1. Word card

Sister Brother Big

Help Each other Together

2. Photos

Family photo
THE ROLE OF FEEDBACK 25

Fish Clown

3. Song
https://youtu.be/iwfxe-lIKtw

Appendix C
THE ROLE OF FEEDBACK 26

Lesson plan 3
1. Slides
THE ROLE OF FEEDBACK 27

2. Song
https://youtu.be/QIIBRB6r0mk

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THE ROLE OF FEEDBACK 28

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