From traditional to alternative feedback: What do L2 elementary students think?

This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews with students and teachers, lesson observations as well as documentary analysis of teaching material. Results indicate that the students considered feedback delivery in the three stages as beneficial to their interest, confidence, motivation and self‐perceived performance in writing. The article highlights the need to offer feedback in all three feedback phases to maximize its effectiveness and to offer a more positive learning experience to students. 
本研究探索了香港兩所小學裏學生對於教師在寫作課堂上採用壹種新的反饋方法的感受。該方法的創新之處在於將壹個教學單元的反饋活動通過三個階段進行，分別是反饋前、反饋中、以及反饋後，從而提高學生的學習成效。本研究的資料採集自學生問卷、學生及教師的訪談、課堂觀察、及教案分析。結果表明學生認為三個階段的反饋對於他們的寫作興趣、信心、動力、及自我認知表現有脾益。本文章強調教師在三個階段都需要給予學生反饋，以達致最大的反饋成效，從而令學生有更佳的學習體驗。 Copyright © 2019 John Wiley & Sons Ltd.