A case study of Feedback practices in oral assessment of English as a second language

Abstract

This study explores the feedback practices in oral evaluations of three English teachers in an EFL Chilean university programme. In particular, it seeks to determine which are the practices of feedback that are provided to the students as well as the variables that affect them, examining the degree of systematicity that feedback achieves. To this purpose, data was collected from a set of nine questions made to three teachers from first and fourth year. Teachers’ perceptions and beliefs were assembled by open–ended questions interviews. Results suggest that written and oral feedback are provided along with praise and criticism, and global and local feedback. Factors identified that affect feedback include time constraints, lack of consideration towards the importance of optimum feedback within the program’s coordination, and the students’ attitude. Finally, feedback seems to be partially systematic as it does not cover all learners.