Zwrotna informacja zwrotna: co o feedbacku nauczyciela myślą uczniowie i co z tego wynika?

Abstract

"The aim of this article is to investigate the influence of certain types of feedback on the student’s positive and negative emotions. The authors consider feedback within the framework of the constructivist-humanistic approach to education, emphasising the teacher’s role of guiding the learner through the learning process and their responsibility to cultivate a growth-promoting climate in order for learning to occur, which may be achieved through appropriate forms of feedback. As the role of emotions had become more prominent in educational discourse, the notions of Foreign Language Classroom Anxiety and Foreign Language Enjoyment were proposed to describe the respective negative and positive emotions emerging in the classroom. The influence of feedback on those sets of emotions was measured in an online study employing qualitative research, which was distributed among 173 English Philology students of University of Warmia and Mazury in Olsztyn, the Maria Curie-Skłodowska University in Lublin, University of Łódź, University of Warsaw and University of Gdańsk. The first open-ended question concerned the fondest memory of receiving feedback and whether that feedback was general or specific. The aim of the second open-ended question was to examine the most stressful feedback, and whether it was oral or written in form. The findings allowed the authors to formulate appropriate conclusions and propose a number of pedagogical implications."