{"id":4381,"date":"2023-05-02T10:49:54","date_gmt":"2023-05-02T10:49:54","guid":{"rendered":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/?p=4381"},"modified":"2023-05-02T15:05:53","modified_gmt":"2023-05-02T15:05:53","slug":"feedback-and-language-choice","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/feedback-and-language-choice\/","title":{"rendered":"Feedback and language choice"},"content":{"rendered":"<p><span data-contrast=\"auto\">By <a href=\"https:\/\/www.cardiff.ac.uk\/people\/view\/2627538-Michael-Willett\">Michael Willett<\/a>, Associate Fellowship Programme Lead.<\/span><\/p>\n<p><span data-contrast=\"auto\">As we come to the end of the spring semester assessment period, this blog offers some reflections on the importance of language choice in feedback. <\/span><\/p>\n<p><span data-contrast=\"auto\">In educational contexts, feedback has a diverse <\/span><span data-contrast=\"auto\">range of forms and functions. However, scholars agree that its primary role is to <\/span><b><span data-contrast=\"auto\">enhance performance<\/span><\/b><span data-contrast=\"auto\"> (<\/span><a href=\"https:\/\/view.officeapps.live.com\/op\/view.aspx?src=https%3A%2F%2Fwww.nottingham.ac.uk%2Fenglish%2Fdocuments%2Fteachinglearning%2Fdai-hounsell-enhancing-feedback-conference-220911.ppt&amp;wdOrigin=BROWSELINK\"><span data-contrast=\"none\">Hounsell, 2011<\/span><\/a><span data-contrast=\"auto\">). For instance<\/span><\/p>\n<ul>\n<li><span data-contrast=\"auto\">Feedback refers to \u2018information, processes, activities or experiences which aim to encapsulate, enable or boost students&#8217; learning\u2019 (<\/span><a href=\"https:\/\/view.officeapps.live.com\/op\/view.aspx?src=https%3A%2F%2Fwww.nottingham.ac.uk%2Fenglish%2Fdocuments%2Fteachinglearning%2Fdai-hounsell-enhancing-feedback-conference-220911.ppt&amp;wdOrigin=BROWSELINK\"><span data-contrast=\"none\">Hounsell, 2011<\/span><\/a><span data-contrast=\"auto\">).\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">\u2018F<\/span><span data-contrast=\"none\">eedback is information with which a learner can confirm, add to, overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies\u2019 (Winne and Butler, 1994).<\/span><\/li>\n<li><span data-contrast=\"none\">\u2018The main purpose of feedback is to reduce discrepancies between current understandings and performance and a goal\u2019 (Hattie and Timperley, 2007)<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">The ingredients for good quality, effective feedback will necessarily vary by context, such as the level of study, type of task or activity, and the nature and purpose(s) of the feedback (<\/span><a href=\"https:\/\/view.officeapps.live.com\/op\/view.aspx?src=https%3A%2F%2Fwww.nottingham.ac.uk%2Fenglish%2Fdocuments%2Fteachinglearning%2Fdai-hounsell-enhancing-feedback-conference-220911.ppt&amp;wdOrigin=BROWSELINK\"><span data-contrast=\"none\">Hounsell, 2011<\/span><\/a><span data-contrast=\"auto\">). However, there is general agreement in the literature that good feedback encourages and \u2018<\/span><span data-contrast=\"none\">empowers the student to make intelligent adjustments when [they apply it]\u2019 to future work (Wiggins, 1997; see also <\/span><span data-contrast=\"auto\">Nicol and Macfarlane-Dick, 2006<\/span><span data-contrast=\"none\">).\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">One way to ensure our feedback encourages and empowers learners to develop their future work is to consider the language we use. This is important whatever the form and context of feedback may be. Word choices and tone can play a significant role in the extent to which feedback is perceived as constructive &#8211; or not &#8211; and in turn, the extent to which learners are likely to engage with it and use it. (I use \u2018tone\u2019 in the lay sense here, rather than the phonetic sense, although of course intonation choice is significant when we are thinking about verbal feedback \u2013 see Halliday (1970) on the meanings carried by intonation).<\/span><\/p>\n<p><span data-contrast=\"none\">Consider the following imaginary examples:\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<table data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1184\">\n<tbody>\n<tr>\n<td data-celllook=\"272\"><span data-contrast=\"none\">Example 1:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/td>\n<td data-celllook=\"4352\"><span data-contrast=\"none\">Your argument is not convincing here because you do not draw on evidence<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/td>\n<\/tr>\n<tr>\n<td data-celllook=\"273\"><\/td>\n<td data-celllook=\"4353\"><\/td>\n<\/tr>\n<tr>\n<td data-celllook=\"17\"><span data-contrast=\"none\">Example 2:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/td>\n<td data-celllook=\"4097\"><span data-contrast=\"none\">Your argument could be strengthened here by adding supporting evidence. For instance\u2026.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:259}\">\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span data-contrast=\"none\">In this case, Example 2 is likely to be perceived as more encouraging and helpful, because it emphasises how (and where) the work can be developed and improved. It focuses on what the student <\/span><b><i><span data-contrast=\"none\">can <\/span><\/i><\/b><span data-contrast=\"none\">do, in future pieces of work, using words and expressions whose meaning is constructive (\u2018strengthened\u2019 and \u2018adding\u2019), rather than dwelling on the negatives of what they <\/span><b><i><span data-contrast=\"none\">didn\u2019t<\/span><\/i><\/b><span data-contrast=\"none\"> do this time. By contrast, Example 1 uses negative polarity twice (\u2018not convincing\u2019; \u2018do not draw on evidence\u2019). In disciplines such as Linguistics and Philosophy, Example 2 illustrates what is known as \u2018recasting\u2019 (Banaruee, Khatin-Zadeh and Ruegg, 2018), which refers to changing the form of an expression or utterance, either for clarity or to draw attention to certain elements, whilst maintaining the underlying meaning. In this case, the core sentiment remains: the argument would be more effective with supporting evidence. However, in Example 2, the negative focus is recast, and the shortcomings are framed as opportunities for development. In this way, the feedback can <\/span><b><span data-contrast=\"none\">feed-forward<\/span><\/b><span data-contrast=\"none\"> to future pieces of work. <\/span><\/p>\n<p><span data-contrast=\"none\">Using constructive language does not mean feedback should only draw attention to positives, and cannot discuss areas where work does not meet the assessment criteria, or where there are clear gaps or shortfalls in understanding or performance. Brookhart (2017) notes: \u2018Being \u201cpositive\u201d doesn\u2019t&#8230; mean saying work is good when it isn\u2019t. Being positive means describing how the strengths in a student\u2019s work match the criteria for good work and how those strengths show what the student is learning. Being positive means pointing out where improvement is needed and suggesting the things a student could do about it. Just noticing what is wrong without offering suggestions to make it right is not helpful\u2019.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">To the same end, it is also worth reflecting on the pronouns we use in feedback; specifically, whether we choose to use the grammatical 1<\/span><span data-contrast=\"none\">st<\/span><span data-contrast=\"none\">, 2<\/span><span data-contrast=\"none\">nd<\/span><span data-contrast=\"none\"> or 3<\/span><span data-contrast=\"none\">rd<\/span><span data-contrast=\"none\"> person. The table below shows some hypothetical examples: <\/span><\/p>\n<table style=\"font-weight: 400\" data-tablestyle=\"MsoTableGrid\" data-tablelook=\"1184\">\n<tbody>\n<tr>\n<td data-celllook=\"4097\"><span data-contrast=\"none\">1<\/span><span data-contrast=\"none\">st<\/span><span data-contrast=\"none\"> person<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"1\"><span data-contrast=\"none\">2<\/span><span data-contrast=\"none\">nd<\/span><span data-contrast=\"none\"> person<\/span><br \/>\n<span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"17\"><span data-contrast=\"none\">3<\/span><span data-contrast=\"none\">rd<\/span><span data-contrast=\"none\"> person<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<\/tr>\n<tr>\n<td data-celllook=\"4096\"><b><span data-contrast=\"none\">I <\/span><\/b><span data-contrast=\"none\">can fully follow and understand your explanation of theory X<\/span><b><span data-contrast=\"none\">\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"0\"><b><span data-contrast=\"none\">You <\/span><\/b><span data-contrast=\"none\">show a clear understanding of theory X<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"16\"><b><span data-contrast=\"none\">The essay<\/span><\/b><span data-contrast=\"none\"> demonstrates a clear understanding of theory X\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<\/tr>\n<tr>\n<td data-celllook=\"4352\"><b><span data-contrast=\"none\">I<\/span><\/b><span data-contrast=\"none\"> acknowledge the range of innovative examples supporting the discussion<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"256\"><b><span data-contrast=\"none\">You<\/span><\/b><span data-contrast=\"none\"> support <\/span><b><span data-contrast=\"none\">your<\/span><\/b><span data-contrast=\"none\"> discussion with a range of innovative examples\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<td data-celllook=\"272\"><b><span data-contrast=\"none\">This discussion<\/span><\/b><span data-contrast=\"none\"> is supported with a range of innovative examples\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">T<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">he literature <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">highlights arguments <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">for and against<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> both 1<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun Superscript SCXW150308101 BCX8\" data-fontsize=\"11\" data-ccp-parastyle=\"Normal (Web)\">st<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\/2<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun Superscript SCXW150308101 BCX8\" data-fontsize=\"11\" data-ccp-parastyle=\"Normal (Web)\">nd<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">and 3<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun Superscript SCXW150308101 BCX8\" data-fontsize=\"11\" data-ccp-parastyle=\"Normal (Web)\">rd<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> p<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">erson (<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">e.g.,<\/span> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">Brinko 1993<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">). However,<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> one key <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">practice to avoid is using second-person pronouns <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">to highlight shortcomings<\/span> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">(for example, \u2018you failed to<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\u2026.<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\u2019 or \u2018y<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">ou need to consider\u2026\u2019)<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">.<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> This has the effect of focusing on the individual rather than their work<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">. To <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">a learner<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">, this can feel <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">more <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">like a serie<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">s of personal \u2013 and potentially hurtful \u2013 criticisms<\/span> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">of their self <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">than a<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">n assessment <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">of the<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">ir <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">work. A<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">s Brinko (<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">1993<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">) explains: \u2018<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">Feedback is more effective when it focuses upon <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">[<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">behavio<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">u<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">r<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">] <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">rather than on the person<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\u2019<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">. N<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">egative <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">information<\/span> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">is <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\u2018less injurious and more \u201chearable\u201d<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">\u2019 when presented in first-person, third-person or in the form of a rhetorical question (ibid.). <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">Therefore<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">,<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> in my own practice I find it useful to use third person for discussing shortcomings<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">, focusing explicitly on the work <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">rather than its producer or assessor, <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">then<\/span> <span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">switch to using <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">first<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> and <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">second person for highlighting strengths and areas for development. <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">Using second person <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">to highlight areas for development is particularly valuable, as again this emphasises s<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">tudents\u2019 agency in their learning process<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">: the idea <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">that they can<\/span> <\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">do<\/span><\/span><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> something <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">constructive <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">with the <\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">feedback that will have a positive impact on their future work<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\"> (cf. <\/span><\/span><a class=\"Hyperlink SCXW150308101 BCX8\" href=\"https:\/\/www.southampton.ac.uk\/assets\/imported\/transforms\/content-block\/UsefulDownloads_Download\/A0999D3AF2AF4C5AA24B5BEA08C61D8E\/EAT%20Guide%20April%20FINAL1%20ALL.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-charstyle=\"Hyperlink\">Evans, 2016<\/span><\/span><\/a><span class=\"TextRun SCXW150308101 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">)<\/span><span class=\"NormalTextRun SCXW150308101 BCX8\" data-ccp-parastyle=\"Normal (Web)\">.<\/span><\/span><\/p>\n<h2>World Caf\u00e9 and Clinic<\/h2>\n<p>Our World Caf\u00e9 and Clinic on 25 April was another success. Join us at our next in-person event on 13 June at 12:30-14:30 in the Aberconwy building (including lunch). More information will be shared soon. If you have any questions contact the <a href=\"https:\/\/www.cardiff.ac.uk\/teaching-excellence\/our-experts#:~:text=cardiff.ac.uk-,Education%20Fellowships,-Laura%20Barritt\">Learning and Teaching Education Fellowships team<\/a> on <a href=\"educationfellowships@cardiff.ac.uk\">educationfellowships@cardiff.ac.uk<\/a>.<\/p>\n<h3><b><span data-contrast=\"none\">References<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"none\">Banaruee, H., Khatin-Zadeh, O., and Ruegg, R. (2018) \u2018Recasts vs. direct corrective feedback on <\/span><br \/>\n<span data-contrast=\"none\">writing performance of high school EFL learners\u2019. <\/span><i><span data-contrast=\"none\">Cogent Education<\/span><\/i><span data-contrast=\"none\"> 5, 1: 1-23.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Brinko, K. T (1993) \u2018The Practice of Giving Feedback to Improve Teaching: What Is Effective?\u2019. <\/span><i><span data-contrast=\"auto\">The <\/span><\/i><br \/>\n<i><span data-contrast=\"auto\">Journal of Higher Education<\/span><\/i><span data-contrast=\"auto\"> 64, 5: 574-593.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Brookhart, S. (2017) <\/span><i><span data-contrast=\"auto\">How to Give Effective Feedback to Your Students<\/span><\/i><span data-contrast=\"auto\">. Alexandria, VA: ASCD.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Evans, C. (2016) \u2018Enhancing assessment feedback practice in higher education: The EAT <\/span><br \/>\n<span data-contrast=\"auto\">framework\u2019. Available online <\/span><a href=\"https:\/\/www.southampton.ac.uk\/assets\/imported\/transforms\/content-block\/UsefulDownloads_Download\/A0999D3AF2AF4C5AA24B5BEA08C61D8E\/EAT%20Guide%20April%20FINAL1%20ALL.pdf\"><span data-contrast=\"none\">here<\/span><\/a><span data-contrast=\"auto\">, accessed 22.02.2023.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Halliday, M. A. K. (1970). <\/span><i><span data-contrast=\"auto\">A Course in Spoken English: Intonation<\/span><\/i><span data-contrast=\"auto\">. London: Oxford University Press.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Hattie, J., and Timperley, H. (2007) \u2018The Power of Feedback\u2019. <\/span><i><span data-contrast=\"none\">Review of Educational Research<\/span><\/i><span data-contrast=\"none\"> 77, 1: <\/span><br \/>\n<span data-contrast=\"none\">81-112.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Hounsell, D. (2011) \u201cRethinking feedback: What\u2019s it for, and how can it make a difference?\u201d. Talk <\/span><br \/>\n<span data-contrast=\"auto\">given at the University of Nottingham, 22<\/span><span data-contrast=\"auto\">nd<\/span><span data-contrast=\"auto\"> September 2011. Available online <\/span><a href=\"https:\/\/www.nottingham.ac.uk\/english\/documents\/teachinglearning\/dai-hounsell-enhancing-feedback-conference-220911.ppt\"><span data-contrast=\"none\">here<\/span><\/a><span data-contrast=\"auto\">, <\/span><br \/>\n<span data-contrast=\"auto\">accessed 21.02.23.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Nicol, D. J., and Macfarlane-Dick, D. (2006) \u2018Formative assessment and self-regulated learning: A <\/span><br \/>\n<span data-contrast=\"auto\">model and seven principles of good feedback practice\u2019. <\/span><i><span data-contrast=\"auto\">Studies in Higher Education<\/span><\/i><span data-contrast=\"auto\">, 31:2, <\/span><br \/>\n<span data-contrast=\"auto\">199-218.<\/span><\/p>\n<p><span data-contrast=\"none\">Wiggins, G. (1997) \u2018Feedback: How learning occurs\u2019. A presentation from the 1997 AAHE Conference <\/span><br \/>\n<span data-contrast=\"none\">on Assessment &amp; Quality. Pennington, NJ: The Center on Learning, Assessment and School <\/span><br \/>\n<span data-contrast=\"none\">Structure. Cited in Burke, D., and Pieterick, J. (2010) <\/span><i><span data-contrast=\"none\">Giving Students Effective Written <\/span><\/i><br \/>\n<i><span data-contrast=\"none\">Feedback<\/span><\/i><span data-contrast=\"none\">. Maidenhead and New York: Open University Press.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Winne, P. H., and Butler, D. L. (1994) \u2018Student Cognition in learning from teaching\u2019. In Husen, T., and <\/span><br \/>\n<span data-contrast=\"none\">Postlewaite, T. (eds.) <\/span><i><span data-contrast=\"none\">International Encyclopedia of Education<\/span><\/i><span data-contrast=\"none\">. Oxford: Pergamon.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"By Michael Willett, Associate Fellowship Programme Lead","protected":false},"author":6921,"featured_media":4382,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[919],"tags":[],"custom_author":[],"class_list":["post-4381","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-fellowships"],"lang":"en","translations":{"en":4381,"cy":4385},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4KqgK-18F","meta_box":[],"jetpack_featured_media_url":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2023\/05\/MicrosoftTeams-image-9.png","pll_sync_post":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/4381","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/users\/6921"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/comments?post=4381"}],"version-history":[{"count":8,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/4381\/revisions"}],"predecessor-version":[{"id":4397,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/4381\/revisions\/4397"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media\/4382"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media?parent=4381"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/categories?post=4381"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/tags?post=4381"},{"taxonomy":"custom_author","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/custom_author?post=4381"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}