Different Feedback Strategies When Using Oral Corrective Feedback: What is Meaningful Feedback?

Michel Alexandre Cabot, Høgskulen på Vestlandet Different feedback strategies when using oral corrective feedback: What is meaningful feedback? Teachers in foreign or second language have distinctive views on (oral) feedback and thus follow recommendations such as best practice recommendations (e.g. Ferris, 2014) and taxonomies on feedback types and modes (e.g. Ellis, 2009; Lyster & Ranta, 1997) to varying degrees. Yet, all teachers want to provide feedback that is meaningful to their students. How can teachers provide meaningful oral feedback? I will start my talk by illustrating the power of formative feedback and addressing the confusing terminology in the research field. I will continue by deconstructing seven essential dichotomies in relation to oral feedback. I will conclude the talk by presenting examples of meaningful practices and suggesting different definitions of meaningful feedback. A core issue in my keynote is that feedback only becomes meaningful when it is used, not only by pupils but also by teachers.