Giving instruction and feedback

Giving instruction and feedback

Komilova Sarvinoz

Characteristics of effective feedback

In practice, there are often a number of differences between

feedback on speaking and on writing. The former is often

less direct, more immediate and more public than the

latter, but it is possible to describe a set of characteristics

of effective feedback that are common to both.

Effective feedback entails the active involvement of the learner.

One key role of effective feedback is to nudge learners

towards greater autonomy. Feedback from a teacher is

not the last event in this process (Hyland, 1990, p. 285): to

be effective, it needs to prompt a learner to modify their

knowledge, language production or learning strategies.

Active involvement on the part of the learner is therefore

necessary and this is likely, over time, to entail a change

in the teacher’s role, as they become less ‘centre-stage’.

If you were receiving instructions from different people, which would you prefer?

The first ones are what we call poor instructions giving. You can see that one is too fast, the other is confusing, both are messy, badly explained, unclear…

The second one is a woman giving instructions properly. You can see that she shows a moderate pace, it is organized, well explained, clear…

Why is it important to give clear instructions?

Students will understand it the first time;

It avoids misunderstandings;

You don’t need to repeat yourself;

You don’t need to repeat it individually;

You won’t waste time;

Activities will flow;

• Students will do exactly what you asked.

Tips to Give good instructions

• How can we give good instructions after all?
• Always get students’ attention;
• Start with the main verbs – imperatives (it keeps sentences clear/short/simple);
• Speak loud and clear;
• Grade your language;
• Show-don’t give;
• Use visuals/Realia;
• Check understanding: either/or questions;
• Give examples;
• Use keywords / Give logical aspects;
• Use gestures.