1 MA ELT Assignment Cover Sheet

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Module ELTC41707: Teacher Education

Assignment 1 Practical Task- Giving Constructive

Assignment name/number Feedback
Module leader name Dr. Sarah Khan & Dr. James Cooper
Student name Pin-Chen Li
Student number N1064747
Date submitted 2616
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5 Please mark ☒ the boxes as applicable.

6 ☒ This assignment conforms to the required word count, which is stated on the title page.

7 ☒ The main text is double-spaced.

8 ☒ The pages are numbered.

9 ☒ There is a margin of at least 3 cm on each side and at the top and bottom of each page.

10 ☒ There is a title page, which contains all the necessary information

11 ☒ The main text is divided into sections.

12 ☒ The list of references in the Bibliography is complete and follows academic conventions.

13 ☒ The work has been thoroughly proof-read.

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15 Please read and sign the following statement before handing in your work.
16 I confirm that this assignment is my own work and that where I have presented material that is the work
17 of someone else, I have given proper acknowledgement of its source.
18
19 Signed: _________________________________
20 Nottingham Trent University
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22 MA English Language Teaching

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Assignment Title:
Assignment 1 Practical Task- Giving

Constructive Feedback

Name of module: ELTC41707: Teacher Education

Assignment number/name: Giving Constructive Feedback- IELTS

Writing Session
Name of Student: Pin-Chen Li
NTU ID number: N1064747
Semester: 2022-23 Half Year 2
Date of submission: June 7, 2023
Word count: 2616
25 Reflection
26 What did you learn in the process of producing this assignment? Write three or
27 more points below.
* constructing effective feedback structures by adapting models from other research
studies or creating one independently is essential.

* Through the observation of lessons from other teachers, it’s essential to consider
the cultural context.

* Scheduling time for constructive feedback on feedback sessions is essential since

you want to give teachers enough time to think about the feedback session without
forgetting it.
28 1. Contextual background.....................................................................................................4
29 2. Preparation for observation and feedback.......................................................................5
30 3. Evaluation of feedback......................................................................................................8
31 4. The teacher’s perspective of feedback............................................................................11
32 5. Conclusion and action Plan.............................................................................................12
33 6. References.........................................................................................................................12
34 7. Appendices........................................................................................................................12
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56 Topic: Giving Constructive Feedback- IELTS Writing Session

57 1. Contextual background

58 This assignment examines the process of giving constructive feedback to an IELTS writing

59 preparation online lesson for 3 CEFR B1 Vietnamese college students on May 5, 2023, who aim

60 to achieve an overall IELTS 8.0 band score before their university graduation. The teacher,

61 whom I will refer to as ‘S’, is a student from the master’s programme at NTU who owns an

62 online English language school named ‘Home English’ based in Vietnam. The overall objectives

63 of S’s lesson are to 1) scaffold her learners so that learners, as Hyland (2003) suggests, would

64 have the linguistic and contextual resources necessary to 2) express their opinions in short

65 paragraphs. In addition, to better prepare learners for the lesson, the learners are assigned a pre-

66 sessional task of considering the topic: ‘Should we protect endangered species? Why or why

67 not?’ and be ready to share their ideas during the lesson.

68

69 To scaffold and build learners’ linguistic competence, S employs the product-based approach in

70 her lesson, where she would partially adapt the product approach stages as proposed by

71 Firoozjahantigh, Alamdari, and, Marzban (2021), which are 1) to familiarise learners with the

72 target lexical chunks and sentence patterns relating animals in high frequencies within a specific

73 model text, and 2) to guide learners in completing writing an outline for their writing task of

74 endangered animals using the linguistic knowledge they have obtained in the first stage. After S

75 has provided learners with corrective feedback within the lesson, learners will have to 3) produce

76 a short paragraph in the form of free writing stating their opinions on the protection of

77 endangered animals using the model text and the outlines they have created in class as part of

78 their formative assessments (e.g. in-class and take-home writing tasks), which Green (2013)
 79 contends would assist teachers in determining whether adjustments needed to be added to the

80 course content using. To ensure the effectiveness of formative assessment, learners are

81 encouraged to engage in self-assessment for their writing tasks consistently using the adapted

82 IELTS writing grading criteria so that they can, as Ur (2012) contests, reflect and develop self-

83 autonomy towards their learning throughout the module. After the contextual factors for S’s

84 lesson have been considered, it is necessary to explore the relevant elements needed to ensure

85 that the observation notes and the feedback sessions are objective and constructive for the

86 teacher involved.

87 2. Preparation for observation and feedback

88 To better understand how to conduct an observation session, it is necessary to consider the roles

89 of the observer and the participant being observed to determine the mentoring framework and

90 observation procedures to be employed in preparation for the observation and feedback process.

91 Since S is in the same program as me, the observation will be peer-based and collaborative to

92 ensure that an experienced teacher like S and a novice teacher like me could benefit from the

93 observation.

94

95 As Richards and Farrell (2005) argue, giving novice teachers opportunities to observe

96 experienced teachers would allow them to study the strategies experienced teachers employ

97 during their lessons which may encourage novice teachers to reflect upon their teaching.

98 Through peer observation, experienced teachers may also benefit from the observation feedback

99 of novice teachers, which Richard and Farrell (2005) contend would provide experienced

100 teachers with the chance to develop self-awareness of their teaching practice. It is vital to

101 negotiate for the right content (e.g. avoid study or exam periods) and schedule to observe with
102 the participating teachers so that participating teachers will not adjust their teaching practices just

103 for the observation session (Bailey 2006). Since this is a peer observation, I have asked S to

104 invite me to observe one of her lessons as a favour, which means that she would have greater

105 control over her classroom, and we have agreed to conduct an oral feedback session after the

106 lesson. We decided to focus on the following aspects for the classroom observation as adapted

107 from Richard and Farrell (2005): 1) the role questions play in the learners’ task performance in

108 terms of language use, processes, and communication patterns and 2) the extent S interacts with

109 other learners. After a brief discussion of the definition of the observation process, it is essential

110 to investigate the peer coaching framework and its implementation into this section's observation

111 and feedback process.

112

113 Peer coaching, which is divided into five stages (Figure 1), can be defined as an ongoing process

114 and a professional development method that has improved teachers’ teaching and teamwork

115 skills since teachers are encouraged to exchange ideas and provide constructive feedback so that
116 the teachers may apply the skills, they have learnt to their teaching practice (Galbraith and

117 Anstrom 1995; Farrell 2015a). Therefore, after exploring the various coaching functions for

118 peer-coaching, it is necessary to consider how peer coaching can be implemented within the

119 classroom. Furthermore, peer coaching can be advantageous as the teachers share the power to

120 make the session successful. Therefore, both teachers sought to utilise this collaborative process

121 to improve their professional development.

122

123 After defining the observation and the coaching stages, I have created a post-observation

124 reflection form (Appendix 1), as adapted from Diaz-Maggioli (2004), to investigate whether the

125 observed focal points, as proposed by Farrell (2015a) have been implemented within the

126 observed lesson. To ensure that the feedback session is practical, the coach needs to focus on

127 whether the coach has fulfilled some of the criteria proposed by Gower, Phillips, and Walters

128 (1995): 1) if the lesson objectives have been fulfilled rather than on the teaching techniques, 2) if

129 the coach has focused on the central issues rather than the detail, 3) if the coach has given

130 description rather than negative feedback, and 4) if the coach has asked questions that will assist

131 coached teachers in reaching an assessment of their lesson. Through the examination of the oral

132 feedback session (Appendix 2) with the coached teacher, this assignment will attempt to answer

133 the following questions:

134 1) Give examples of the implementation of peer coaching.

135 2) Examine whether the coach has fulfilled the criteria for an oral feedback session.
136 3. Evaluation of feedback

137 To evaluate the feedback against the goals identified, cross-comparisons will be made between

138 the questions listed above and the transcript of the feedback session (Appendix 2). The oral

139 feedback session was conducted using the post-observation form (Appendix 1).

140

141 1) Give examples of the implementation of peer coaching.

142 Companionship, one of the functions of peer coaching (listed in Figure 1), can be understood as

143 teacher A shares the positive and negative aspects of implementing a new teaching model into

144 his or her classroom with teacher B, proposed by Galbraith and Anstrom (1995). One example of

145 S (teacher A) describing the positive aspects of implementing a new teaching model for

146 vocabulary for this lesson can be found between lines 90 to 100 (Appendix 2), where she

147 confirms that she has found the feedback useful for her later lessons and that she appreciates the

148 fact that I have given her my input through the various stages of her class. On the other hand, an

149 example that can be interpreted as a sign of negative aspects of implementing a new teaching

150 model for vocabulary for this lesson is lines 39 to 41 (Appendix 2), where she discusses her

151 regret in rushing the lesson due to the time constraint.

152

153 In applying the second function, ‘feedback’ (listed in Figure 1), proposed by Galbraith and

154 Anstrom (1995), where I would offer non-evaluative and unbiased feedback about how S

155 executes the new model in her classroom, the feedback session was not conducted in a non-

156 evaluative or impartial manner. However, the purpose of peering coaching or providing feedback

157 is to ensure that, as Gravells and Wallace (2007) contest, both teachers, especially S, should
158 benefit from the mentoring session that prompts professional development as part of mutual

159 learning. It becomes apparent that I may have given inappropriate guidance since I failed to

160 demonstrate the empathy necessary to make S feel like I understand things from her perspective

161 (Cuttlerbuck 2005). An example of this can be found in lines 61 to 67 (Appendix 2), where I

162 have chosen to ask questions such as ‘Did you ask them a question, and somebody didn’t give

163 you an answer?’ which would only induce yes or no answers. To ensure that the feedback is

164 more non-evaluative and unbiased, I may need to give feedback using more neutral and

165 supportive language, as proposed by Woodward (1989, cited in Head and Taylor 1997), which I

166 have organised in Figure 2. While supporting and facilitative language will not guarantee a

167 successful feedback session, it may help ensure that S and I’s feelings are handled carefully as

168 the feedback provided is descriptive rather than suggestions that are more criticism-driven and

169 less helpful (Jaques 1984).

170
171 In applying the third function of peer coaching, coined as ‘analysis’ (listed in Figure 1), S and I

172 would assist each other in making suggestions on internalising the approach developed from the

173 feedback session. From S’s perspective, she finds my feedback on her teaching technique (e.g.

174 giving instructions) helpful in assisting her in reflecting on her teaching skills in her answer to

175 question 4 in Appendix 3. Additionally, through our discussion, she considered other ways to

176 achieve her lesson objectives as we conducted our feedback session. However, it is apparent that

177 while I have made specific suggestions on further improvements S can make, I have given more

178 feedback in a way that is mainly driven by my interpretation and judgements of her lesson rather

179 than giving her a chance to notice how the input may benefit her (Burns and Richards 2009).

180

181 2) Examine whether the coach has fulfilled the criteria for an oral feedback session.

182 Since the oral feedback lesson (Appendix 2) is based on the format in which I mainly focus on

183 the findings I have discovered during the lesson, S (teacher A) may be more concerned with the

184 shortcomings of their lessons. However, it is a beneficial method for the individual feedback

185 session where I can pay attention to the difficulties S may experience during the feedback lesson.

186 One of the significant drawbacks to implementing an oral feedback session that the coach drives

187 would be that the coach may not stimulate the coached teacher’s critical evaluation of the lesson.

188 An example of this can be found in lines 90 to 100 (Appendix 2), where S summarises the

189 feedback lesson, recognising their shortcomings, but does not provide extra information on

190 future suggestions for improvements. This may have resulted from the fact that I have focused on

191 S’s teaching technique rather than whether she has fulfilled the lesson objectives of scaffolding

192 animal-related vocabulary chunks and sentence patterns so learners can utilise them in the final

193 written product at the end of the lesson. An example of this can be found in lines 32 to 36
194 (Appendix 2), where I have given direct anecdotal teaching technique suggestions on the

195 possible improvements S can make to encourage learners’ participation rather than examining

196 whether S has completed the lesson objectives.

197 4. The coached teacher’s perspective on feedback

198 There may be inconsistencies between how the coach and the coached teacher recall the

199 feedback session (Fanselow 1988), making it vital to conduct an evaluation discussion with the

200 coached teacher after the feedback session to determine whether the coached teacher may have

201 benefited from the feedback. The teacher’s evaluation of the feedback session was given a few

202 weeks after the first feedback session so that the coached teacher has some time to reflect on

203 whether they can make improvements to her future lessons. I had prepared a few questions to

204 guide the discussion process relating to the coaching criteria that I felt I had not completed

205 comparing my perception of my performance in the feedback session with her opinion and

206 experience. Additionally, I intend to compare her perception of my feedback with the last three

207 functions of peer coaching. Her comments can be found in Appendix 3, and she will reference

208 the conversation excerpts throughout this section. There were issues with the audio recording, so

209 my voice wasn’t included due to technical problems. I didn’t get a chance to interview S again as

210 she wasn’t available for another interview.

211

212 To better examine whether the teacher’s perspective of the feedback session was successful, the

213 three peer coaching functions will be used to determine whether peer coaching has been

214 successfully executed from the coached teacher’s perspective. Overall, S felt that the overall

215 experience of assisting her in examining whether she has achieved her lesson objectives and

216 other teaching practice, as indicated in her answers to questions 1 and 4 (Appendix 3).
217 Additionally, S has described the feedback session as constructive, as indicated in her responses

218 to question 3 (Appendix 3). S felt that I had given her plenty of time to share her opinions, as

219 shown in her answers to question 5 (Appendix 3). While the coached teacher has demonstrated

220 mostly positives regarding the feedback session, I have not fulfilled many of the criteria of a

221 coach or a mentor. As a coach, I should have provided both personal and professional support

222 while providing challenges that are appropriate for the coached teacher (Arnold 2006) so that the

223 coached teacher may be able to develop professionally. To employ the ‘adaption’ function

224 proposed by Galbraith and Anstrom (1996) for peer coaching, S and I should work

225 collaboratively so that S’s current teaching model should be adjusted to tailor to learners’ and

226 classroom needs. However, it would be apparent that we have not discussed details on the lesson

227 plans or curriculum changes that can be implemented in S’s classroom, an essential part of the

228 ‘adaptation’ function proposed by Galbraith and Anstrom (1996). Thus, it becomes necessary to

229 develop an action plan so that improvements can be made for the better execution of the peer

230 coaching model.

231 5. Conclusion and action plan

232 To improve the quality of the teaching practice for both the coached teacher (S) and me through

233 the process of peer coaching, it is necessary to consider how collaboration can occur so that

234 some aspects of both S and I can improve. Planning a series of opportunities to teach

235 collaboratively is one of the essential characteristics of peer coaching (Farrell 2015b). Still, the

236 adaptions I have conducted for the assignment so far only focused on the ‘feedback’ function of

237 peer coaching rather than the overall process of peer coaching. To overcome this issue, I will

238 design an action plan that may address the case of the ‘adaptation’ and ‘support’ functions of

239 peer coaching. An action plan or the reflective method of the action research process, defined
240 through the following steps adapted from Farrell and Miller (2004), listed in Figure 3, will

241 describe the action research plan to improve the peer coaching process. After identifying issues

242 with planning the feedback session where I had not planned the focal points thoroughly, the

243 coached teacher (S) and I did not discuss the lesson objectives in detail. To ensure that the peer

244 coaching process can be optimised, using the four areas of observation and feedback becomes

245 vital, adapted from Danielson (2007): 1) the teacher’s lesson planning and preparation process,

246 2) the role classroom environment plays within the lesson, 3) the teacher’s method of

247 delivering instruction within the classroom, and 4) the teacher’s ability to fulfil their

248 professional responsibilities. After completing the planning stage, it is necessary to research

249 further into the peer coaching process by reading more literature so that I would be able to create

250 a convincing proposal to collect data from others for further analysis—finally, the

251 implementation of the adjusted peer coaching model based on analysed results to determine

252 whether the further improvements need to be executed.

253 6. References

254 Arnold, E., 2006. Assessing the quality of mentoring: sinking or learning to swim? ELT
255 journal, 60(2), pp.117–124. 10.1093/elt/cci098.

256 Bailey, K.M., 2006. Language Teacher Supervision : A Case-Based Approach. Cambridge:

257 Cambridge University Press.
258 Burns, A., Richards, J.C., 2009. The Cambridge guide to second language teacher education.
259 New York: Cambridge University Press.

260 Clutterbuck, D., 2005. Establishing And Maintaining Mentoring Relationships: An Overview
261 Of Mentor And Mentee Competencies. SA Journal of Human Resource Management, 4(1).
262 doi:https://doi.org/10.4102/sajhrm.v3i3.70.

263 Diaz-Maggioli, G., 2004. Teacher-centered professional development. Alexandria, Va:

264 Association for Supervision and Curriculum Development.

265 Fanselow, J.F., 1988. ‘Let’s see’: Contrasting conversations about teaching. TESOL
266 quarterly, 22(1), pp.113–130. 10.2307/3587064.

267 Farrell, T.S.C., 2015. Language Teacher Professional Development. Chicago: TESOL Press.

268 Farrell, T.S.C., 2015. Promoting Teacher Reflection in Second Language Education: A

269 Framework for TESOL Professionals. New York, New York: Routledge.

270 Farrell, T.S.C., Miller, T.E., 2004. Reflective practice in action: 80 reflection breaks for busy
271 teachers. Thousand Oaks, California: Corwin Press.

272 Firoozjahantigh, M., Alamdari, E.F., Marzban, A., 2021. Training IELTS candidates for
273 writing tasks: A comparative study of product-based and process-based
274 approaches. International journal of language studies, 15(1), p.145–164.

275 Galbraith, P.F. Anstrom, K., 1995. Peer Coaching: An Effective Staff Development Model
276 for Educators of Linguistically and Culturally Diverse Students. Directions in Language and
277 Education, 1(3).

278 Gower, R., Phillips, D., Walters, S., 1995. Teaching Practice: A handbook for teachers in
279 training. Oxford: Macmillan.

280 Gravells, J., Wallace, S., 2007. Mentoring in the Lifelong Learning Sector. London: SAGE
281 Publications, Limited.

282 Green, A., 2013. Exploring Language Assessment and Testing: Language in Action. London:
283 Routledge. 10.4324/9781315889627.

284 Head, K., Taylor, P., 1997. Readings in teacher development. Oxford: Heinemann.
285 Hyland, K., 2003. Second language writing. Cambridge: Cambridge University Press.

286 Jaques, D., 1984. Learning in groups. London: Croom Helm.

287 Richards, J.C., Farrell, T.S.C., 2005. Professional development for language teachers :
288 strategies for teacher learning. Cambridge: Cambridge University Press.

289 Ur, P., 2012. A course in English language teaching 2nd ed. Cambridge: Cambridge
290 University Press.

291 Danielson, C., 2007. Enhancing professional practice: a framework for teaching. Alexandria,
292 VA: Association For Supervision And Curriculum Development.

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308 7. Appendices

Appendix 1: Post-Observation Reflection Form adapted from Diaz-Maggioli (2004).

Teacher B
Date
Focal points for the lesson
What I saw…
 Pre-sessional activity: The
teacher provided Ss with a
question to consider prior
to the session.
Pin-Chen Li Teacher A S
May 5, 2023 Lesson IELTS writing preparation
online lesson (60-minute
lesson)
1. the role questions play in the learners’ task performance in
terms of language use, processes, and communication patterns
2. the extent S interacts with other learners
My opinion on what I saw and my recommendations…
 S provided parts of the material (resources) prior to the
lesson allowing Ss to have the opportunity to adhere to the
lesson easier in class which is beneficial for the Ss.

 Topic: Should we
protect endangered
species? Why or why
not?
 Warm-up task:  Not all the Ss have responded to the vocabulary practice
 S used an online quiz questions. Still, S has attempted to include everyone in the
system to gauge if Ss task by translating or rephrasing some vocabulary practice
had internalised the sentences from English to Vietnamese to enhance Ss
vocabulary terms from comprehension.
the previous session. e.g. 'animal species that are on the verge of…' (S may want
to choose to nominate Ss to answer the question)
 S attempts to encourage a deeper understanding of the
vocabulary by asking S who answered the practice question
to give S an alternative chunk for the answer.
e.g. on the verge of extinction-> on the edge of extinction
  S explains the example sentences with lexical chunks
included in Vietnamese and check Ss understanding by
nominating Ss who have not participated in describing what
they think the sentence may be about briefly.
 Ts made the choice to reduce the amount of Ss discussion
time in this task to make way for more in-depth vocabulary
practice later in the session.
 While it's debatable whether class participation indicates
comprehension, it may be advantageous for S to nominate
the Ss that have not answered any questions in class.
 Asking questions such as 'What is the correct answer
for…?' for T / F questions is a good way to engage Ss in
critical thinking.
 Vocabulary scaffolding  S could reinforce vocabulary use with the gap-fill examples
task: provided by encouraging Ss with higher proficiency levels
 S provided gap-fill to give alternative example sentences by switching out
practices and games to certain vocabulary chunks.
allow Ss to brainstorm  S could exploit the learning situations further by comparing
vocabulary and patterns two vocabulary or chunks to check Ss comprehension.
Ss will be able to use to  S may be encouraged to use matching activities to complete
produce their final the vocabulary gap-fill exercises so they have more
written structure. contextual hints to complete the gap-fill practices.
 S scaffolded the vocabulary chunks and used questions
similar to the ones on the IELTS writing tasks so that Ss
may feel more confident using them within their own task
writing.
 S designed the lesson from the small digestible language
units (e.g. vocabulary chunks) to paragraph writing in a
bottom-up model.
309

310
311 Appendix 2: Oral Feedback Session Transcript
312 * Not a word-for-word transcription
Legend
313 (Time on Recording: 0:00-11:05)
A Teacher B
314
B Teacher A (S)
315 0:00- 4:28 A: So I'm just giving some feedback on the writing lesson, yeah… on the writing lesson for
316 the IELTS test that she did. Uhm, so I think that the students are probably at B1 level, right? So, I noticed
317 that you have used the online quizzes, and I think it's called the quiz, right? To test the students’
318 knowledge. But, it seems that not all the students have responded at the beginning. And I think it might be
319 a good idea for you to have the students answer the questions and then, I also think it was a good idea for
320 you to check if the student that did answer the question, uhm, to give you an alternative vocabulary or
321 alternative chunk. So I think you guys were talking about ‘on the verge of extinction’, and you asked for
322 another answer, which is ‘on the edge of extinction’. This was given by the student, right? But it would be
323 nice if you can explain the entire sentence from Vietnamese to English or, like, maybe write some type of
324 notes on the screen so that the students, to see if the students have understand that. I think overall, that
325 was a really good exercise. A lot of teachers don't usually, or at least in my case, they don't really like to
326 use technology in their classrooms. I thought that was a really good idea. But since you're doing it online
327 and you're helping them write, there are studies that show that if you write it down on the board or display
328 your writing somewhere, it helps them remember it. But I understand that it's an online quiz system, so it
329 might be difficult for you to type something out. Okay. Any questions so far? No. Okay. And I also
330 noticed that you have translated some of the practice questions, but if, like, for example, if the questions
331 were in Vietnamese, you would translate, like, some keywords, especially, like, the quotes you want them
332 to pay attention to. You would translate that to give them English example hints. Right. But I noticed at
333 the beginning okay. At the beginning, some of the students did not answer, so you might want to
334 nominate them to kind of tell you, oh, is there a part of the sentence you're not sure about? Can you tell
335 me about it? Because I noticed that later in the questions they did answer, but at the beginning, it was
336 only do T-T-U-N-I don't know if I'm saying it right. So I noticed that it's very teacher centered and that's
337 an advantage is that the teachers, they would have more control over the time they would spend on the
338 quiz, which is good. The disadvantage is that the students may not have enough time to demonstrate their
339 comprehension on the topic, because I think the goal of that first part was for them to understand the
340 vocabulary. Right. But it doesn't seem like they're giving a lot of feedback in terms of whether they
341 understand it, and, or maybe the audio just didn't pick up. I don't know. Okay. Maybe they asked some
342 questions in the chat. I can't see that, but I think it might be a good idea if you can pause for a second, say,
343 do you have any questions so far? Is this okay for you guys so far? Yeah, it's that one. And then I noticed
344 that students, for example, Tui and then I don't know how to say that Tui I noticed that they tried to
345 answer some of the questions right, but they weren't completely correct. Yeah, but I think that if you give
346 them some kind of encouragement, they might feel like, oh, maybe I should do it more, even though it's a
347 hard question.

348 4:29- 4:30 B: Agree.

349 4:30- 4:31 A: Yeah. Right.

350 4:31- 4:47 B: But maybe it's because time constraint yeah. I pay attention to the time, and somehow it
351 rushed me not to allow them to answer. But I take that into consideration. That a good advice.

352 4:48- 6:31 A: Right. Because I think that it would also be like a good idea to, like maybe you're not going
353 to assign questions, you're not going to have student. Students answer all the questions, maybe like this
354 time, oh, this student didn't answer. You can pick that one, and the next one you can pick the other person
355 that didn't speak. So they're always on the edge of their seat. They know that if they don't answer the
356 question, they will have to answer it one way or another. So I think that it's really good. I noticed that it's
357 really good that you have rephrased the sentence, like, for example, animal species that are on the verge
358 of and then it was a good point where you asked, what's the correct answer for certain true or false
359 questions? I think that was really good. So it's a good way to engage students in critical thinking. And I
360 noticed that when you're trying to encourage them, like, you use similar vocabularies throughout the
361 lessons so that it would reinforce or scaffold their vocabulary, increase their exposure to similar
362 vocabularies over time. So I think that was really good. But then I think it might be another option, maybe
363 to encourage the students that have demonstrated higher proficiency levels to make some example
364 sentences show that, oh, I really understand this. If you have time. If you have time.

365 6:32- 6:33 B: Right, okay.

366 6:37- 7:24 A: And I also noticed that there are learning situations where you notice that the student didn't
367 really understand this phrase later on in the quiz section, where you would compare two vocabulary
368 chunks, similar vocabulary chunks, one is more difficult, and the other one is easier to see if they really
369 understand. And you found, like, images online, which is helpful. Okay. And for the IELTS test
370 vocabulary section, I think it would be nice if you can give them some kind of matching exercise for the
371 gap fill. I'm not sure if the audio wasn't picked up or something. Did you ask them a question and
372 somebody gave you an answer?

373 7:25- 7:26 B Yeah.

374 6:37- 7:30 A: Do you think maybe they were more active?
375 7:30- 7:38 B: Actually, they typed the chat. They typed because they're writing, so I want them to write
376 rather remember the spelling so they write the chat.
377 7:38- 8:40 A: Okay. Yeah, that's good. So I got that cleared up. Thank you. But it would be like, maybe
378 because I didn't know they were typing the chat. So maybe you can just ignore this one. Okay. I think that
379 you told them the structure, you gave them a brief idea of what the structure of the test will look like, and
380 then you introduced the IELTS writing questions to them so they can kind of practice doing the structure
381 of the essay. Right, that was like a good idea. But I felt like as you were talking about the vocabulary so
382 you talked about the vocabulary and then you gave them the question. Right. So maybe during the
383 vocabulary section, you can write down some of the examples you guys were talking about so maybe
384 they're able to see was that typed in the chat?
385 8:40- 8:41 B: Yeah.
386 8:41- 8:42 A: Okay.
387 8:42- 8:47 B: In the Google Docs that I gave them.
388 8:47- 8:50 A: No, I mean, in the vocabulary section…where you were…
389 8:50- 8:53 B: Ah no no, some are typed, and some not.
390 8:53- 9:04 A: Okay. So then I thought it would be, like, a good idea to have them look at the vocabulary
391 and look at the example sentences. But you've already done that. So…
392 9:04- 9:05 B: Okay.
393 9:06- 9:36 A: All right. And I also like the fact that you started from the lowest language level, which is
394 vocabulary, and you built it all the way up to sentences, which is really good, and the ideas of what you
395 want them to write in the essay is kind of divided into digestible chunks in the vocabulary quick quiz
396 section, right? Yeah. So I thought that was really interesting.
397 9:36- 9:37 B: Thank you.
398 9:37- 9:40 A: Okay. So do you have any questions?
399 9:41- 11:04 B: I think that your ideas are really useful for me, actually. Like a reflection for me, of what I
400 have done. It's like a reflection for me, hearing you talking about the steps I've done. Yeah. I would take
401 the advice into account, for example, allowing students more time to have an alternative answer instead of
402 just saying, right, wrong, right, close, and then invite another student. So somehow I know that because of
403 the time constraint, but I think that is a really good advice. And then write on the board. Sometimes I
404 forgot. I forgot that sometimes some students already knew that word. Some students don't actually know
405 what they are. So writing on the board is a very useful advice. Sometimes, you know. Or sometimes
406 because we have to take the students learning style into account. Some students are audiolingual. So they
407 can listen and they realize the word sometimes you need to see that word. So thank you so much. No
408 other comments.
409 11:04- 11:05 B: Okay.
410

411 Appendix 3: Teacher’s evaluation of the feedback session excerpt answers

412 * The coached teacher (S) was given the questions below as a follow-up a few weeks after the first
413 feedback session. The coached teacher’s answers are listed in bold.

414
415 Questions:
416 1. Do you feel the feedback session helped you review whether you achieved the lesson objectives?
417 Why or why not?
418
I feel like…uhm, yeah for number 1, we actually didn’t talk about the lesson objective but what you
have talk to me, kind of help me reflect the lessons…and uhm to help me realise whether I have
achieved my objectives or not.

419 2. Do you feel like you have a full understanding of the feedback session? Why or why not?
Sure, it is really easy to understand what you uhm told me and I don’t think there’s anything that
hinders my understanding of the feedback session.

420 3. Was the feedback session constructive and encouraging? Why or why not?/ 7) Did the coach give
421 you time to contribute to the discussion and was ready to listen during the feedback session?
422 Please explain.
Sure, I think number 3 is just like number 7. Uhm, you gave me time to reflect on my opinion after
you gave me feedback, whether I agree or not so I think that is very constructive like in one way,
right? So…two way and it’s really good.

423 4. Did the coach focus on the central issues rather than the detail? Why or why not?
Well, it’s really hard to say whether we focus on the central or the detail. So actually we talk a lot
about our writing lessons, and sometimes you give me some feedback on some details like uhm, like
my instruction, how to give better feedback for one of my students…so I think that is very useful.

424 5. Did the coach have a descriptive or critical attitude during the feedback lesson? Please explain.
Yeah, sure. You were very critical. You ask for my opinion and to ask whether I agree or not.
Before…So you gave an advice and you ask whether I agree with you….hmmm...and you ask me to
give you feedback too so I think that is critical.
425 Did the coach ask eliciting, open-ended questions that induce practical responses? Please explain.
Well, I think most of the time you would give me feedback, right? You give me feedback then you
ask for my opinion…and like to see whether I agree or not. So yeah sure…I think you elicit
responses from me and I think you did really well for the feedback session.
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