A case study of efectiveness of feedback in L2 oral assessment of learners of English as a second language

Abstract

The importance of feedback for L2 learners has been a matter of interest for many researchers in language assessment. However, little is known about feedback practices for oral skills assessments. This report accounts for a case study that examined specifically the types of feedback given, their effectiveness according to learners, and the qualities learners thought effective feedback should have. Data consisted of the responses to an online survey. Through a mixed method approach, data was analysed quantitatively and qualitatively. Results indicate that feedback in the program is heterogeneous in nature, oral feedback is perceived as effective by learners, as well as feedback that is complex and combines different types of feedback. The study further exhibits the complexity of doing research on types of feedback and its effectiveness. They also stress the need to improve taxonomies of feedback types and include the perspective from teachers.