Feedback practices in language classes in Finnish general upper secondary schools

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dc.contributor.author Mäkipää, Toni
dc.date.accessioned 2020-06-09T12:09:01Z
dc.date.available 2020-06-09T12:09:01Z
dc.date.issued 2020-06-08
dc.identifier.citation 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
dc.identifier.other PURE: 133049976
dc.identifier.other PURE UUID: afaa582c-e2ab-4017-b2d3-27babfe9578c
dc.identifier.other ORCID: /0000-0003-3598-8840/work/75563447
dc.identifier.uri http://hdl.handle.net/10138/315938
dc.description.abstract 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. fi
dc.description.abstract 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. en
dc.format.extent 21
dc.language.iso eng
dc.relation.ispartof Apples : Journal of Applied Language Studies
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title Feedback practices in language classes in Finnish general upper secondary schools en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Foreign Language Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.17011/apples/urn.202006084002
dc.relation.issn 1457-9863
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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