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Read the excerpt. “They are more likely to discuss the...
Read the following text to answer questions 15, 16 and 17.
Should feedback be immediate or delayed?
By Cambridge Universtity
It is not uncommon for teachers to delay all or most feedback until the end of a fluency-based activity, and such an approach is often supported by the advice in
the guides for teachers that accompany coursebooks. A frequent procedure is described below:
Teachers keep a note of language items which they wish to focus on while the students are speaking. They later select from this record a limited number of items. They write these on the board or read them aloud and invite students to identify and correct problems. They are more likely to discuss the problems in open class than to direct questions at an individual student. Teachers may choose to give positive, non-corrective feedback on the content of the students' discussion, as well as highlighting examples of accurate and appropriate language use, before focusing on errors
(Thornbury, 2005: 93; Harmer, 2007: 131).
As an alternative to this approach, audio or video recordings are made, and these are used as the basis for later feedback. Teachers may also provide feedback sheets to individual students.
__blank 1__ the widespread use of delayed feedback, there has, until recently, been little research that has investigated its effectiveness. __blank 2__, Hunter (2011) found that delayed feedback could be beneficial in promoting both accuracy and complexity. Quinn (2014) also found that delayed feedback led to gains in accuracy, but did not find that delayed feedback was any more effective than immediate feedback. More research is needed.
From a theoretical perspective, researchers have usually argued that immediate feedback (rather than delayed feedback) is likely to result in greater learning gains (Doughty, 2001). As a counter to the argument that immediate feedback may break up the flow of communication, it has been suggested that it may provide a brief, but positive timeout from the speaking (Li, 2014: 197). For the time being, there is simply not enough evidence to claim that either delayed or immediate feedback is more effective than the other (Ellis, 2009: 11). If research cannot tell us much about the timing of feedback, can it help inform teaching practices by considering learners’ preferences? As we saw above in the section on ‘The case for giving feedback’, learners generally prefer feedback to be immediate (Zhang & Rahimi, 2014: 433), although one study (Kaivanpanah et al., 2015) found that there was no clear preference.
There is, then, little research consensus about the timing of feedback (Ellis & Shintani, 2013: 276).
Teachers will need to weigh up the likely impact of their chosen
strategy on both possible learning gains and the way that their students will respond on an emotional level (see ‘Including positive feedback’ section.) [...]
Available at: https://www.cambridge.org/us/files/4515/7488/5712/CambridgePapersinELT_FeedbackOnSpeaking_2018_ONLINE.p df Acessed on october 10.
Read the excerpt. “They are more likely to discuss the problems in open class than to direct questions at an individual student”. The underlined terms Express:
A
Addition.
B
Obligation.
C
Probability.
D
A facts.