Feedback can be defined as "information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning" (Shute, 2008).This has been a focus of much research in the field of language education.Studies such as Black and William (1998) assert that formative assessment is vital to increasing student achievement in the classroom, which also applies to the English Discussion Class (EDC) program.This study aims to better understand how students perceive three methods of teacher-fronted formative feedback; in discussion, after discussion, and the EDC website.It addresses two main research questions: (1) Do students find feedback from the instructor useful?and (2) Which feedback methods do students feel are most effective?Based on quantitative and qualitative data collected, all three feedback types were considered useful by participants, while after discussion feedback was considered the most useful of the three.
Narasaki Brandon (Fri,) studied this question.