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GIVING FEEDBACK TO EFL STUDENTS

Daniela Valenzuela R

Introduction

Why, when and how much feedback should be giving.

Research question

The importance of using more than one method of giving feedback to EFL learners in public high schools in Concepcin Chile.

Justification

Jones (2007, p20) claimed when students make a mistake/error and they are not corrected properly they will tend to make the same mistakes/error again and finally they will incorporate them as part of the second language they are learning (English).

Objectives

General Objective. To demonstrate the importance of giving feedback to learners of English as a foreign language

Specific Objectives.
To highlight when feedback should be given.

To show which type of feedback is the most appropriate for specific learner issues.

Key Concepts

Feedback
Ellis(2009)

positive negative

Errors /Mistakes/attempts

Key Concepts
Types of feedback
correction

Explicit

Recast Clarification
request

Metalinguistic Elicitation Repetition

Key concepts
Second Language Acquisition (SLA)

consciously subconsciously

Key concepts

Motivation.

English as a Foreign Language ( EFL)

Conclusion

Giving feedback is an important process in teaching


It is part of classroom interaction it can result in a better performance.