ESTABLISHING DIALOGIC RELATIONSHIPS IN THE EDUCATION PROCESS THROUGH TEACHER’S FEEDBACK TO LEARNERS
https://doi.org/10.26795/2307-1281-2017-3-12
Abstract
The paper examines tutors’ written feedback to students. Feedback has strong developmental and teaching potential, which is frequently left unrealized, since no or few constructive changes in learners’ academic behavior occur. The aim of the present study is to analyze barriers hindering good interaction between the teacher and the learner in feedback giving and -receiving, and outline ways to overcome them through establishing dialogic relationships between the education stakeholders. Among specific pedagogic measures to achieve this the following were proposed: use of “negotiated” feedback at the task outset; focus on organizational and conceptual aspects of the feedback “text”; work on developing metacognitive skills of students necessary to interpret the teacher’s message. Employing these tools of enhancing the teacher’s feedback effectiveness is likely to positively affect education process quality and increase learners’ overall satisfaction as receivers of educational services.
About the Author
M. L. Kuryan
National Research University Higher School of Economics
Russian Federation
Russian Federation
Kuryan Maria Lvovna – PhD in philology, associate professor, Foreign Languages Dept
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