Abstract
Teacher feedback is one of the important components in teaching and learning. Teacher feedback functions as information provided by teachers to learners in order to reduce the gaps between learners’ current level of understanding and the targeted learning goals. Researchers have revealed a few issues and concerns related to teacher feedback. Teacher feedback is discovered to be ineffective, vague and too general. Some teacher feedback also consist negative remark that adversely affect learners’ self-esteem. The shortcomings of teacher feedback have led to its failure in enhancing learners’ development. As an effort to overcome this problem, many education systems have resorted in practicing formative feedback. This paper provides a literature review on one of formative feedback practices, Medal and Mission Feedback. Medal and Mission Feedback is a type of feedback that acknowledges learners’ strengths, identifies learning obstacles and suggests the next necessary steps for improvements. Teachers need to consider a few important characteristics when providing Medal and Mission. It is hoped that this paper is able to provide useful insights to ESL teachers especially in practicing this newly introduced feedback practice.
Highlights
Mottet (2008) defined feedback as information from a source to a recipient about the correctness, accuracy or appropriateness of recipients’ past information
This paper provides a literature review on one of formative feedback practices, Medal and Mission Feedback
Keh (1990) discovered that teacher feedback often does not contain information adequate for learners’ revision. This corresponds with the findings reported by Connors & Lunsford (1993) as cited in Hyland & Hyland (2006) who observed that some teacher feedback are incomplete and inaccurate
Summary
Mottet (2008) defined feedback as information from a source to a recipient about the correctness, accuracy or appropriateness of recipients’ past information. In the context of teaching and learning, feedback refers to any procedure carried out by a teacher to inform a learner if an instructional response is correct. Mack (2009) added that feedback from teachers can be in the form of comments, questions or error corrections which are provided based on learners’ tasks. Learners are able to identify any gaps in their learning and take necessary steps to close them with the help of teacher feedback. Ellis (2009) implied that teacher feedback provides them with affective support to continue making learning progress. Keh (1990) discovered that teacher feedback often does not contain information adequate for learners’ revision. The Ministry of Education Malaysia encourages the implementation of this particular feedback type to effectively develop learners’ potential in learning English Language
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