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Extra resources for Feedback Matters: Current Feedback Practices in the EFL Classroom
Constructivism and Feedback The philosophy of constructivism proposes that knowledge results from the constructive activity of each individual learner. Constructivism is generally attributed to Jean Piaget (1967) and has had a wide ranging impact on learning theories and teaching methods in education. Piaget suggested that through the processes of accommodation and assimilation individuals construct new knowledge from their experiences. When learners assimilate, they incorporate the new experience into an already existing framework without changing it.
Well written or Grade A. It is our view that, in order to really help students to improve their writing, it is essential that formative feedback procedures predominate in the language classroom. However, providing effective formative feedback depends on the teacher having the time to identify learners’ specific writing problems, which is often not feasible in many teaching contexts due to class size. In addition, there is simply no guarantee that the time expended on giving feedback is really productive.
Swain, M. (1995). Three functions of output in Second Language Learning. In G. ), Principle and practice in applied linguistics. G. Widdowson (pp. 125-144). Oxford: Oxford University Press. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition collaborative dialogue. In J. ), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.