Formulating Error-type Based Corrective Feedback

Potentials of the Feedback Function in E-Learning Exercises for Future Teachers in the Foreign Languages English and Latin

Authors

  • Diana Lütke
  • Jochen Sauer Universität Bielefeld

DOI:

https://doi.org/10.4119/hlz-2417

Keywords:

digital learning, e-learning, blended learning, corrective feedback, metalinguistic comment, error-types

Abstract

High quality instructions are a crucial part of successful teaching. In the conceptualised seminar units, the future teachers improve their skills of precisely formulating tasks and error-type based corrective feedback that is relevant to the recipients. English Foreign Language Teaching has developed a set of corrective feedback types and studied their effect empirically. According to Lyster and Rana (1997), especially the metalinguistic comment is received well by learners in different settings. However, it is the type of feedback that demands the highest language skills from future teachers. The grammar of the task needs to be identified and named correctly and the metalinguistic explanation has to be learner-oriented as well as related to the cause of the error that has been made. The metalinguistic comment is one type of feedback that can easily be implemented into an e-learning environment. The e-learning platform Moodle offers the opportunity to create e-learning tests that can be supported by added feedback based on the type of error. The future teachers first try to phrase a task correctly, then anticipate potential mistakes from learners and formulate feedback that relates to these mistakes. Finally, they create the conceptualised task and feedback on Moodle. These tasks are then evaluated and optimised online by their fellow future teachers. The online tasks can be the basis of various research projects. For example, the effectiveness of different types of feedback can be compared and analysed. A comparison with conventional tasks could explore potentials and limits of e-learning tasks.
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Further information

Published

2018-12-21

How to Cite

Lütke, D., & Sauer, J. (2018). Formulating Error-type Based Corrective Feedback: Potentials of the Feedback Function in E-Learning Exercises for Future Teachers in the Foreign Languages English and Latin. Challenge Teacher Education, 1(2), 228–245. https://doi.org/10.4119/hlz-2417

Issue

Vol. 1 No. 2 (2018): Student projects during internships in teacher education

Section

Level 2

License

Copyright (c) 2018 Diana Lütke, Jochen Sauer

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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