DIALOGUES DURING DISTANCE:

FEEDBACK PRACTICES IN THE NEW NORMAL

ENGLISH LANGUAGE CLASSROOMS

PORTIA B. TERADO
Presenter

 Presentation Overview

Research Content Best Practice Implications

Background worth Emulating

DIALOGUES DURING DISTANCE: FEEDBACK PRACTICES IN THE NEW NORMAL ENGLISH LANGUAGE CLASSROOMS
Research Content
Background
 Research Content
Background The results revealed a significant
relationship in the mean scores on the
learners’ preferred types of and interaction
This is a one-shot descriptive with the marginalia or digital annotations
study about determining the which indicates a positive effect to the
feedback practices and responses development of their English language skills.
of the learners and their parents to
marginalia and digital annotations
provided by the English teachers in
the Self-Learning Kits (SLKs) used
for a blended modality

DIALOGUES DURING DISTANCE: FEEDBACK PRACTICES IN THE NEW NORMAL ENGLISH LANGUAGE CLASSROOMS
 Research Content
Background
The study investigated the theoretical design of Vygotsky's Zone of
Proximal Development (ZPD) and the degree of interaction between the
teacher's marginalia or digital annotations written on the margins of
SLKs or in the comment sections of online platforms to scaffold their
English language skills, with implications for the new normal pedagogy.

DIALOGUES DURING DISTANCE: FEEDBACK PRACTICES IN THE NEW NORMAL ENGLISH LANGUAGE CLASSROOMS
Best Practices of
Language Testing

using marginalia and digital annotations as

feedback
includes pointing out errors, commending
achievements, using markings for digital
annotations or marginalia, communicating to the
learners through comments, suggestions or
explanations, giving examples, providing
opportunities for reflections on the errors found in
the Self-Learning Kits (SLKs)
Implications to the Evaluation
Procedures in Language Testing

marginalia or digital notes can be used to report on

a learner's progress or even anecdotal reports on
the success of using a certain learning delivery
style.
intends to improve the English as a second
language learning experience outside of the
traditional classroom.
can be used as a guide for English teachers who
are assigned to teach in a blended mode that
includes education for everyone and language
learning via distant education.
Implications to the Evaluation
Procedures in Language Testing

Teachers who have the ability to communicate

through marginalia or digital annotations can better
articulate the capabilities that need to be developed
by the students and ensure quality access and
learning.
Learners who pay attention to the teacher's
marginalia, on the other hand, can build an
independent method of acquiring English macro-
skills like reading, writing, speaking, listening, and
even viewing.
Points to Ponder on

Feedback needs to be considered as an

integral part of the approach to teaching. It is
not just ‘a decoration on the cake or an
additional asset that’s worth having’
(Dörnyei, 2001).
It defines and exemplifies a teacher’s
approach to their work: to teach is to provide
feedback (Fanselow, 1987)
Experiments with feedback strategies are,
therefore, one of the most powerful forms of
teacher development.
References

https://www.researchgate.net/publication/358131082_Dialogues_During_
Distance_Feedback_Practices_in_the_New_Normal_English_Language_Cl
assrooms
https://www.cambridge.org/gb/files/4415/8594/0876/Giving_Feedback_
minipaper_ONLINE.pdf
THANK YOU!