Feedback as an evaluative and motivational tool in the process of acquisition of a foreign language

Authors

  • Carmem Silva Lima Fluminhan Universidade do Oeste Paulista - UNOESTE
  • Camélia Santino Murgo Universidade do Oeste Paulista - UNOESTE
  • Antonio Fluminhan Universidade do Oeste Paulista (UNOESTE)

DOI:

https://doi.org/10.26512/les.v19i2.16810

Keywords:

Feedback, Teaching and learning, Evaluation, Foreign language, Motivation

Abstract

The main objective of this bibliographic research is to present and discuss studies that investigate the relevance and the use of feedback offered by the teacher as an evaluative and motivational tool in the process of acquisition of a foreign language. Firstly, the definition and the origin of the term feedback are discussed, and the different types of feedback are presented, as well as their concepts and the detailed descriptions of their importance in the process of teaching and learning. This research presents how feedback is provided in the student’s written work and oral performance and what the teacher’s attitude is supposed to be as the main mediator in the learning process. As feedback consists of an extremely common tool during the acquisition of a foreign language, this study focus specially on the treatment of feedback in written and oral activities, both for assignments developed in classroom and out of school contexts. Additionally, the present research brings feedback as an act of communication and its effectiveness in peer feedback based on national and international studies. The data indicates that a comprehensive and coomplete feedback offered by teachers is significative in evaluation activities, inserted into a pedagogical practice, favouring students to learn English as a foreign language.

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Author Biographies

Carmem Silva Lima Fluminhan, Universidade do Oeste Paulista - UNOESTE

Possui graduação em Letras - Licenciatura Inglês/Português e em Tradução e Interpretação pela Faculdade Ibero-Americana de Letras e Ciências Humanas, Aperfeiçoamento em Desenvolvimento de Docentes - Proficiency pelo SENAC - SP. Obteve o Certificate of Proficiency in English pela University of Cambridge (Reino Unido). Realizou curso de Especialização em Avaliação do Ensino e da Aprendizagem e curso de Mestrado em Educação pela Universidade do Oeste Paulista (UNOESTE).

Camélia Santino Murgo, Universidade do Oeste Paulista - UNOESTE

Possui graduação e licenciatura em Psicologia pela Universidade do Sagrado Coração, Mestrado em Psicologia Escolar e Doutorado em Psicologia Ciência e Profissão pela Pontifícia Universidade Católica de Campinas. Pós-doutorado em Avaliação Psicológica pela Universidade São Francisco. É docente e Coordenadora do Programa de Pesquisa e Iniciação Cientifica do Curso de Psicologia da Universidade do Oeste Paulista. Foi coordenadora do Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista (UNOESTE).

Antonio Fluminhan, Universidade do Oeste Paulista (UNOESTE)

Possui graduação em Engenharia Agronômica pela ESALQ / USP, Especialização em Biotecnologia pelo Instituto RIKEN, Japão, Mestrado em Genética e Melhoramento pela ESALQ/USP, Doutorado em Genética e Fisiologia Celular pela Tohoku University, Japão e pós-doutorado no Departamento de Biociências do Instituto RIKEN, Japão. Desde abril de 1999 é professor e pesquisador na Universidade do Oeste Paulista (UNOESTE), onde ocupa também o cargo de Assessor de Relações Interinstitucionais e Editor da revista científica Colloquium Vitae.

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Published

2018-10-09

How to Cite

Fluminhan, C. S. L., Murgo, C. S., & Fluminhan, A. (2018). Feedback as an evaluative and motivational tool in the process of acquisition of a foreign language. Papers of Language and Society, 19(2), 43–58. https://doi.org/10.26512/les.v19i2.16810

Issue

Vol. 19 No. 2 (2018)

Section

Artigos

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