Feedback practices in language classes in Finnish general upper secondary schools

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Abstract

As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct their own mistakes. There were no differences in perceptions according to language proficiency levels in English. The results indicate that Swedish teachers should pay more attention to their feedback practices to make sure that they cater for students with different levels of proficiency.
Original languageEnglish
JournalApples : Journal of Applied Language Studies
Volume14
Issue number1
Pages (from-to)103-123
Number of pages21
ISSN1457-9863
DOIs
Publication statusPublished - 8 Jun 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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