
Clare Fielder
My poster depicts my research on a feedback approach I developed, inspired by a previous IATEFL talk: Learner-Directed Feedback (LDF), where learners ask for the feedback they want. Feedback is from the teacher, but learners ‘direct’ delivery format and aspects commented on. My study focused on advanced learners attending essay courses within English Studies degrees at Trier University. Data collection occurred via an anonymous questionnaire designed to elicit students’ thoughts on LDF. It includes four closed questions with ranked answers and three open-ended questions, all concerning preferred delivery formats, the perceived effectiveness of LDF, and any problems experienced. The data show LDF as a valuable alternative to ‘traditional’ feedback; beneficial for academic skills, motivating, and promoting students’ independence, without involving extra work for teachers. Students’ responses to open questions indicate that LDF also addresses issues of intelligibility, ‘authority’ over texts, and correction of errors, which recent literature discusses as problematic. By presenting my research and results, I aim to demonstrate why LDF is useful for EAP writing courses, and possibly other ELT contexts. I also hope to encourage other teachers to conduct their own action research and perhaps inspire more studies exploring LDF’s applicability in different contexts.
Video of 3-minute talk below: Back to Teachers Research! home
My poster depicts my research on a feedback approach I developed, inspired by a previous IATEFL talk: Learner-Directed Feedback (LDF), where learners ask for the feedback they want. Feedback is from the teacher, but learners ‘direct’ delivery format and aspects commented on. My study focused on advanced learners attending essay courses within English Studies degrees at Trier University. Data collection occurred via an anonymous questionnaire designed to elicit students’ thoughts on LDF. It includes four closed questions with ranked answers and three open-ended questions, all concerning preferred delivery formats, the perceived effectiveness of LDF, and any problems experienced. The data show LDF as a valuable alternative to ‘traditional’ feedback; beneficial for academic skills, motivating, and promoting students’ independence, without involving extra work for teachers. Students’ responses to open questions indicate that LDF also addresses issues of intelligibility, ‘authority’ over texts, and correction of errors, which recent literature discusses as problematic. By presenting my research and results, I aim to demonstrate why LDF is useful for EAP writing courses, and possibly other ELT contexts. I also hope to encourage other teachers to conduct their own action research and perhaps inspire more studies exploring LDF’s applicability in different contexts.
Video of 3-minute talk below: Back to Teachers Research! home