International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2023, Vol. 19(1) 154-169

An Online Training for Increasing Language Teachers’ Awareness of Feedback Literacy Based on the Developing Engagement with Feedback Toolkit (DEFT)

Özlem Canaran, Ilknur Bayram & Belgin Elmas

pp. 154 - 169   |  DOI: https://doi.org/10.29329/ijpe.2023.517.10   |  Manu. Number: MANU-2210-04-0004.R2

Published online: February 01, 2023  |   Number of Views: 17  |  Number of Download: 70


Abstract

This study aims to identify in-service language teachers’ knowledge and experiences of feedback literacy and examine their reflections on an online training based on the Developing Engagement with Feedback Toolkit adapted for foreign language teaching.  The study was designed as practical action research. 17 K-12 English language teachers participated in the study. Data were collected through a survey, focus group interviews, and e-journal entries. The results showed that language teachers were unfamiliar with feedback literacy and perceived themselves as partially effective feedback providers. Assessment methods were based on homework, quizzes, and projects followed by generic feedback information. Teachers reflected on the positive impact of the training on their feedback giving practices and learners’ engagement in lessons.  They highlighted the points still open for improvement in personal feedback practices.  The findings imply that the training can be adapted to language teacher education programs to grow feedback-literate teachers and learners.

Keywords: Action Research, DEFT, Feedback Literacy, Foreign Language Teachers, Online Training


How to Cite this Article?

APA 6th edition
Canaran, O., Bayram, I. & Elmas, B. (2023). An Online Training for Increasing Language Teachers’ Awareness of Feedback Literacy Based on the Developing Engagement with Feedback Toolkit (DEFT) . International Journal of Progressive Education, 19(1), 154-169. doi: 10.29329/ijpe.2023.517.10

Harvard
Canaran, O., Bayram, I. and Elmas, B. (2023). An Online Training for Increasing Language Teachers’ Awareness of Feedback Literacy Based on the Developing Engagement with Feedback Toolkit (DEFT) . International Journal of Progressive Education, 19(1), pp. 154-169.

Chicago 16th edition
Canaran, Ozlem, Ilknur Bayram and Belgin Elmas (2023). "An Online Training for Increasing Language Teachers’ Awareness of Feedback Literacy Based on the Developing Engagement with Feedback Toolkit (DEFT) ". International Journal of Progressive Education 19 (1):154-169. doi:10.29329/ijpe.2023.517.10.

References
  1. Bloxham, S., & Campbell, L. (2010). Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35(3), 291-300. [Google Scholar]
  2. Boud, D., and Molloy, E. (2013). Rethinking Models of Feedback for Learning: The Challenge of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712. [Google Scholar]
  3. Carless, D. (2019). Learners’ feedback literacy and the longer term: Developing capacity for impact. In The impact of feedback in higher education (pp. 51-65). Palgrave Macmillan, Cham. [Google Scholar]
  4. Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. [Google Scholar]
  5. Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. [Google Scholar]
  6. Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student  [Google Scholar]
  7. feedback literacy. Teaching in Higher Education, 1-14. [Google Scholar]
  8. Chen, O., & Bergner, Y. (2021). “I know it when I see it”: employing reflective practice for assessment and feedback of reflective writing in a makerspace classroom. Information and Learning Sciences, 122(3/4), 199-222. [Google Scholar]
  9. Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. Psychologist, 26(2), 120-123 [Google Scholar]
  10. Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage publications. [Google Scholar]
  11. Crisp, B. R. (2007). Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & evaluation in higher education, 32(5), 571- 581. [Google Scholar]
  12. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill. [Google Scholar]
  13. Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment & Evaluation in Higher Education, 36(1), 95-108. [Google Scholar]
  14. Hattie, J., and Timperley, H. (2007). The Power of Feedback. Review of Educational Reserach, 77 (1), 81–112.  [Google Scholar]
  15. Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy E., & Mahoney, P. (2019) Conditions that enable effective feedback.  Higher Education Research & Development, 38(7), 1401-1416. [Google Scholar]
  16. Hu, B. Y., Li, Y., Zhang, X., Roberts, S. K., & Vitiello, G. (2021). The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education, 98, 103253. [Google Scholar]
  17. Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active learning in higher education, 14(1), 63-76. [Google Scholar]
  18. Lipnevich, A. A., & Smith, J. K. (2008). Response to assessment feedback: The effects of grades, praise, and source of information. ETS Research Report Series, 2008(1), i-57. [Google Scholar]
  19. Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. [Google Scholar]
  20. Nash, R. A., & Winstone, N. E. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519. [Google Scholar]
  21. Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. [Google Scholar]
  22. Pitt, E.,  & Norton, L.  (2017). “Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work and What They Do with It.” Assessment & Evaluation in Higher Education, 42 (4), 499–516.  [Google Scholar]
  23. Pitt, E., & Winstone, N. (2017). Feedback is a two-way street. So why does the NSS only look one way?. Times Higher Education Supplement, 2323, 30. [Google Scholar]
  24. Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896. [Google Scholar]
  25. Winstone, N.E., Balloo, K. & Carless, D.(2022). Discipline-specific feedback literacies: A framework for curriculum design. Higher Education, 83, 57–77. [Google Scholar]
  26. Winstone, N. E., Mathlin, G., & Nash, R. A. (2019, May). Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit. In Frontiers in Education (Vol. 4, p. 39). Frontiers Media SA. [Google Scholar]
  27. Winstone, N. E., & Nash, R. A. (2016). The developing engagement with feedback toolkit (DEFT). [Google Scholar]
  28. Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), 17-37. [Google Scholar]
  29. Yucel, R., Bird, F. L., Young, J., & Blanksby, T. (2014). The road to self-assessment: exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education, 39(8), 971-986. [Google Scholar]