Quality of feedback in TESOL: A learning-oriented assessment perspective

Abstract

Researchers have argued that feedback is a critical variable in student learning in general (Hattie, 2009; Hattie & Timperley, 2007) and particularly in developing language proficiency (Ferris, 2006). However, "what counts as good feedback is contested” (Brown, Harris, & Harnett, 2012, p. 986), and for this reason, researchers are investigating feedback quality and its role in student learning. Following an assessment for learning perspective, this chapter reviews the literature on feedback quality by taking into consideration types, content, time, and, sources, mode of feedback. The chapter focuses on both teacher and non-teacher feedback and on the support it provides for the learning process. Additionally, the chapter looks into the effectiveness of feedback within the TESOL context. Specific focus is given to written and oral feedback in both writing and speaking instruction. The final section of the chapter suggests guidelines and recommendations for TESOL practitioners.