Feedback practices in language classes in Finnish general upper secondary schools

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

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.
Alkuperäiskielienglanti
LehtiApples : Journal of Applied Language Studies
Vuosikerta14
Numero1
Sivut103-123
Sivumäärä21
ISSN1457-9863
DOI - pysyväislinkit
TilaJulkaistu - 8 kesäkuuta 2020
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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