The Quality of Oral Feedback in English L2 Instruction

• In Event: Marriott Roundtable Session 7
  In Roundtable Session: Applied Methods and Measurement in Education Research

Abstract

This study presents an analysis of feedback, by using video observations from 55 recorded English as a second language (L2) lessons in seven classrooms at seven secondary schools across year 9 and 10 (age 13-15). The findings indicate three patterns; first, that there are substantial differences concerning feedback across the classrooms; second, that very little feedback is directed at ; and third, that although very little differentiation is observed, the students express satisfaction with their English instruction. The present study contributes with systematic findings of naturalistic instruction (i.e., not interventions) of what characterizes oral feedback in the classroom, when English is taught as the L2.

Authors

• Lisbeth M Brevik, University of Oslo

• Ulrikke Rindal, University of Oslo