Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 14 no. 3 (2023)

Reacting, Replying and Responding: Teachers’ Stories on Feedbacking in the Classroom Interactions

Fretchelyn Cosme Sanchez | Lawrence Anthony Dollente

Discipline: Education

 

Abstract:

Giving of feedback in the classroom is inevitable since it is part of the learning process. However, teachers have their own way of employing feedback and correspondingly, they also face challenges on how to effectively use it in the class. This research aimed to determine the types of feedback in the classroom interactions, how do teachers give feedback in the classroom activities; the challenges encountered in feedbacking in the classroom context; and present a proposal to enhance feedbacking based on the results of the study. Qualitative design was the approach used in the study and classroom observation, in-depth interview and focus group discussion (FGD) were the tools to gather data from secondary school teachers who are teaching English for 5 years and more. Thematic analysis was done in order to generate the themes from the participants’ responses. Results revealed that the types of feedback prevalent in the classroom interactions were evaluative feedback, interactive feedback, corrective feedback, feedback as reaction to prior utterances and descriptive feedback. The ways they gave feedback involved techniques such as highlighting correct response, providing the correcting answers, asking questions, considering the personality of the students, rephrasing the answers of the students, and ignoring incorrect response. Moreover, the participants pointed out that dealing with the negative reactions, constructing best words as feedback to incorrect answers, directing correct answers, and facilitating self-evaluation among students were the challenges they encountered when giving feedback.



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