Feedback practices in language classes in Finnish general upper secondary schools

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http://hdl.handle.net/10138/315938

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Mäkipää , T 2020 , ' Feedback practices in language classes in Finnish general upper secondary schools ' , Apples : Journal of Applied Language Studies , vol. 14 , no. 1 , pp. 103-123 . https://doi.org/10.17011/apples/urn.202006084002

Titel: Feedback practices in language classes in Finnish general upper secondary schools
Författare: Mäkipää, Toni
Upphovmannens organisation: Department of Education
Foreign Language Education
Datum: 2020-06-08
Språk: eng
Sidantal: 21
Tillhör serie: Apples : Journal of Applied Language Studies
ISSN: 1457-9863
DOI: https://doi.org/10.17011/apples/urn.202006084002
Permanenta länken (URI): http://hdl.handle.net/10138/315938
Abstrakt: As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct their own mistakes. There were no differences in perceptions according to language proficiency levels in English. The results indicate that Swedish teachers should pay more attention to their feedback practices to make sure that they cater for students with different levels of proficiency.As feedback and formative assessment have a substantial effect on learning, the aim with this paper is to report on a study of the perceptions of Finnish general upper secondary school students of feedback in Swedish and English classes, and to compare how the perceptions differ at language proficiency (CEFR) levels. The data were collected by using a survey and were analysed quantitatively. The results show that several differences occur in Swedish: students with higher proficiency levels find feedback more useful, feel that they receive feedback from teachers, and are more willing to correct their own mistakes. There were no differences in perceptions according to language proficiency levels in English. The results indicate that Swedish teachers should pay more attention to their feedback practices to make sure that they cater for students with different levels of proficiency.
Subject: 516 Educational sciences
Referentgranskad: Ja
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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