Classroom Feedback Research Articles

The influence of student voice on teacher professional learning: A systematic literature review

AbstractStudent voice has the potential to prompt changes in teaching and foster teacher development; however, it is underutilised in teacher professional learning. Research on its impact is emerging, and a systematic review is needed to identify trends and themes. This review investigates current trends and themes in the influence of student voice on teacher learning from 2012 to 2023 within K‐12 education. Analysis of 19 empirical papers revealed irregular patterns of publications, a predominant emphasis on secondary education, and qualitative methodologies. Participatory research designs emerged as practical approaches, engaging teachers in inquiry processes and collaboration. Student feedback led to a transformative process for many teachers, prompting them to reflect and change their practice. Supportive school structures and leadership are emphasised for embedding student feedback in classrooms, engaging teachers and students in collaboration, and overcoming obstacles. This review demonstrated that when student voice is valued and acted upon, it can stimulate teacher development. A proposed model for teacher development incorporating student voice consists of three interconnected levels—school leadership support, collaborative practice and learning outcomes—ultimately contributing to overall school improvement. Recommendations for future research are discussed.

Voices in Education: Bolstering Social Studies Education and Revitalizing Democracy Through Action Civics

The University of Southern California (USC) Democracy Project responds to the inadequacies of traditional civics education, particularly its failure to engage marginalized students in meaningful democratic participation. Grounded in the theories of John Dewey and Paulo Freire, the project uses an action civics model to connect students with real-world issues, promoting critical thinking, collaboration, and civic responsibility. This article describes the curriculum development process, highlighting partnerships with teachers and community stakeholders and a pilot study involving 23 diverse educators. Using a mixed methods approach—including pre-surveys, classroom feedback, and artifact analysis—the pilot revealed strong alignment with civics education standards. Notably, 95% of teachers rated the curriculum highly relevant, and students showed increased engagement and leadership in addressing issues like environmental justice and reproductive rights. Action civics helped bridge equity gaps by empowering students from underserved communities to take localized civic actions, such as public campaigns and advocacy projects. This research underscores the potential of action civics to revitalize civics education. The project calls for expanding across grade levels, integrating media literacy to help students critically navigate digital spaces, and scaling the curriculum to prepare students for the complex challenges of democratic life.

The Impact of Machine Learning-based Student Behaviour Detection on Teaching in Teaching Classroom Scenarios

The purpose of this study is to address the issue of low efficiency and time-consuming monitoring of student classroom behaviour in teaching classroom scenarios, as well as how to apply deep learning to student classroom behaviour detection. Classroom teaching is the main way for students to acquire and master knowledge, and teachers need to pay attention to students’ behaviour in the classroom and make timely corrections. In this study, the teaching classroom of undergraduate students was used as an example for application and analysis. Based on the You Only Look Once v5s network, a student behaviour detection algorithm was designed by combining the ghosting module and optimised feature fusion structure, and a student behaviour association technology suitable for continuous teaching classrooms was designed. Through the visualisation results, it can be seen that the research method can accurately detect the behaviour categories of students, and the effect is better in target dense scenes. Through quantitative analysis using correlation technology, it can be concluded that there are very few students with the lowest level of seriousness, while the majority of students have a level of seriousness above the qualified level. The overall situation of the teaching classroom is good. These student behaviour analyses can energy the level of seriousness of students, form effective and objective classroom feedback, provide teachers with objective and accurate reference value, and promote the construction of smart classrooms.

Exploring teachers’ corrective feedback in EFL classrooms: Pre-service teachers’ reflections

Despite the growing body of research on corrective feedback in foreign language learning, there remains a gap in understanding the specific strategies utilized by EFL teachers as observed by pre-service teachers firsthand. Based on the observed experiences of EFL pre-service teachers during their observational field teaching practice, this study aims to analyze how English teachers give their corrective feedback. This study employed a qualitative research approach with a case study design. Eleven Indonesian EFL pre-service teachers who had finished their field teaching practice were involved in the study. The qualitative data were gathered using reflective Focus Group Discussions (FGD) and semi-structured interviews. The result of qualitative data analysis revealed three emerging themes of teachers’ corrective feedback: explicit correction, recasting, and metalinguistic. The findings showed that teachers regularly use direct corrective feedback in their instructional context. These insights enable foreign language educators to choose appropriate feedback strategies based on learners’ needs, enhancing teaching practices, learner outcomes, and teacher training programs.

Applications of deep learning in mathematics education: A review

Traditional classroom settings often fail to account for individual differences, leading to disparities in student performance. Deep learning models offer a solution by analyzing performance data to provide targeted interventions and immediate feedback, thereby personalizing educational experiences. This review examines the transformative potential of deep learning in mathematics education through various applications and methodologies. Studies show that deep learning models, such as convolutional neural networks (CNNs) and recurrent neural networks (RNNs), can analyze complex student data, identify learning patterns, and offer real-time, personalized support. Notable applications include automated classroom feedback systems, intelligent tutoring systems, and predictive models for student performance. Despite the promising results, challenges such as data quality, computational resources, model interpretability, and potential biases remain. Future research should focus on creating inclusive datasets, improving computational efficiency, and enhancing model transparency to fully harness the benefits of deep learning in educational settings.

AI 기반 피드백의 교육적 활용 가능성 탐색

This study examines the potential of utilizing natural language processing technology to provide objective and efficient feedback in Korean language classrooms through an automated feedback system. To validate the effectiveness of AI-based automated feedback, the study compared corrections made by human annotators with those generated by the AI model, GPT4, using a corpus of beginner Korean language learners. The results indicated high concordance rates between human and GPT4 corrections, with Level 1 accuracy at 85.71% and Level 2 accuracy at 84.07%. Corrections primarily focused on grammatical corrections, averaging 61%, while lexical corrections comprised about 39%. Corrections across various parts of speech, including nouns, verbs, and adjectives, were performed at similar rates by both humans and GPT4. However, GPT4 showed limitations in appropriately correcting errors that required contextual understanding. Despite these limitations, the AI-based feedback system can be an effective supplementary tool in educational settings. Teachers can reduce their workload and focus more on content and structural feedback, while learners benefit from real-time, personalized feedback that encourages self-review and improves language proficiency. This study underscores the importance of AI-based educational tools and emphasizes the need for an integrated approach involving teacher collaboration to continually enhance the AI-based feedback system.

Types of formative feedback provided by technology teachers during practical assessment tasks

Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.

An Analysis on Problems of Teacher Feedback in English Teaching

Teacher feedback is an essential component of classroom communication, optimizing the teaching process, and achieving harmonious unity between teaching and learning. Therefore, teachers should timely update their teaching concepts, adopt different feedback modes in order to cultivate students’ learning interests, enhance their learning motivation, establish their confidence, stimulate their potential, and promote their comprehensive development. Based on an overview of the definition, types, and functions of teacher feedback, this paper analyzes the problems of English teacher classroom feedback in China and proposes corresponding optimizing strategies, including improving teachers’ feedback knowledge literacy, enhancing feedback usage ability, embodying the concept of “student-centered” and so on.

Feedback Through Digital Application Affordances and Teacher Practice

Assessment feedback is an essential way to promote student learning. Students and teachers may benefit from educational technologies during the feedback process. The purpose of this study was to identify the feedback dimensions that were fulfilled by iPad applications (apps) and to compare teacher practice to the affordances of apps. Typological data analysis was used to perform this qualitative case study. We analyzed seven apps (QR Code Reader, Schoology, Kahoot!, Nearpod,Socrative, ZipGrade, and The Physics Classroom) that a high school physics teacher used to provide feedback in a technology-enhanced classroom. Data sources included classroom video recordings and the websites of these apps. To facilitate the analysis of the data, we enhanced the feedback dimensions identified by Hatzipanagos and Warburton (2009). Our analysis highlighted the diverse capabilities of these apps with regard to supporting the following dimensions of effective feedback: dialogue, visibility, appropriateness, community, power, learning, timeliness, clearness, complexity, reflection, and action. We found that through additional discussion and interactions with students, the teacher could support dimensions that an app did not support. This study not only underscores the critical interplay between technological tools and teacher practices with regard to crafting effective feedback mechanisms but also offers practical recommendations for educators seeking to optimize technology-enhanced feedback in classroom settings. Future research is encouraged to explore the technology implementation experiences of less experienced teachers. Examining teachers working at various school levels and from various countries can offer valuable insights.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

Exploring Online Chinese-English Bilingual Content and Language Integrated Learning Classrooms Through Moment Analysis

Bilingual education studies consider the fluid and dynamic linguistic repetoire of teachers and students as helpful resources accomplishing communicative goals in real-life context. This study examines the translanguaging practices of Chinese-English bilingual Content and Language Integrated Learning (CLIL) classrooms in an online environment. Data was collected through partiticpant classroom observation and interviews. Moment analysis is employed to analyze the creativity and costs of translanguaging moments of the stakeholders. The classroom observation demonstrated translanguaging, as a co-constructed communicative tool, was initiated both by the teacher and students as translanguaging agents. Specifically, peer interaction and question answering were two main contexts in which students initiated translanguaging. And the teacher initiated translanguging in three contexts, namely, acamedic content knowledge teaching, classroom feedback and classroom management. Results from interviews with the teacher and students revealed that English proficiency might be the primary factor spurring translanguaging practices. Weaker English proficiency would lead to more active translanguaging praxis. Besides, translanguaging forms might be mediated by socio- and cultural-linguistic factors. English is used to express compliment and approval while Chinese will be employed to offer constructive criticism. Lastly, the costs of translanguaging moments were furthure analyzed. It is concluded that students translanguaging in the context of peer discussion lowered their cost of communication. Through code-mixing students confidence in solving academic problems is boosted and their engagement in group project is promoted as well. Teachers translanguaging lowered teachers teaching cost and students learning cost whereby the teacher-student confidence was co-constructed in this specific context. Whilst translanguaging pedagogy is endorsed in terms of content knowledge teaching and learning, it remains unclear whether the English proficiency is facilitated. Current research indicates it is important to be critical of translanguaging costs in integrating content and language learning.

“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback

AbstractOral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices

Abstract Although there has been a great deal of research on L2 writing in higher education over the past few decades, limited attention has been given to secondary students’ writing motivation and engagement in L2 writing contexts. The present study aims to examine the association between writing instructional approaches and student writing motivation and engagement in the Chinese EFL context, and investigate the mediating role of writing feedback in this relationship. 2,169 students from 35 secondary schools in mainland China participated in this study. Results showed that product-oriented teaching approach related positively to the three indicators of maladaptive motivation (i.e., anxiety, failure avoidance, and uncertain control) and process-oriented teaching approach related positively to the two indicators of adaptive engagement (i.e., task management, persistence). While genre-oriented teaching approach related positively to adaptive motivation and engagement, and related negatively to maladaptive motivation and engagement, cooperative multimedia writing teaching approach related negatively to adaptive motivation and one factor of adaptive engagement (i.e., task management), and related positively to two factors of maladaptive motivation (i.e., anxiety, failure avoidance) and maladaptive engagement. This study also identified the mediating role of four feedback practices (i.e., learning-oriented feedback, expressive feedback, computer-mediated feedback, and peer and self feedback) in the associations between writing instructional approaches and student writing motivation and engagement. This study provides insights into our understanding of the complex relationship among teachers’ instruction, classroom feedback practices, and student writing motivation and engagement in L2 school contexts.

Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms

Abstract Beliefs about oral corrective feedback, especially those held by young EFL learners, are under-researched. This paper reports on a study designed to investigate whether Chinese junior secondary students and teachers share similar beliefs about oral corrective feedback (OCF) in English instruction and how students’ English proficiency may relate to their OCF beliefs. A questionnaire was completed by 87 teachers and 597 students, and semi-structured interviews were conducted with 15 students with varying English proficiency. Statistical analyses of the questionnaire data found significant differences between student and teacher beliefs with respect to general attitude toward OCF, uptake of OCF, preference for certain types of OCF, and provision of OCF based on the gravity of errors. Students at different proficiency levels were also found to hold different beliefs about the timing and uptake of OCF. A content analysis of the interviews revealed more detailed similarities and differences between the OCF views held by students with varying English proficiency. These findings suggest that student beliefs are shaped by various individual, situational, contextual and cultural factors. Pedagogical efforts that can be made to maximize the effects of OCF in the classroom are discussed in light of these findings.

Design and Practice of Blended Teaching Mode of "MOOCs + Flipped Classroom"-- Taking "Basics of Interpretation" Course As An Example

Through investigation and observation, it is found that most English interpreting courses in China have single teaching methods, insufficient teaching means and classroom feedback. Meanwhile, interpretation teaching is greatly limited by teaching time and space. Reliance on the traditional paper textbook and teacher-centered teaching mode leads to a large number of students' lack of interest and participation, which affects students' professional development over time. Starting from the concept of flipped classroom and combining with the online MOOCs course "Basics of Interpretation" , this study aims to explore the role of blended teaching model in improving traditional interpreting teaching. The practice has proved that the blended teaching mode of "MOOCs + Flipped Classroom" has played a positive role in reforming and enriching traditional interpretation classes, improving teaching mode and content, expanding course duration, and providing effective feedback.

Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms

In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.

A Study on High School English Teacher’s Feedback Based on Conversation Analysis Theory: Taking Listening and Speaking Class as an Example

The English Curriculum Standards for Ordinary High Schools puts forward that teaching should focus on the improvement of students' language ability. The interaction between teachers and students is an important part of the classroom and one of the most important ways to improve learners’ language ability. English teachers’ classroom discourse is an important medium for English teachers to organize classroom teaching and impart knowledge. Classroom turn-taking can reflect the fluency, quantity and style of classroom communication. Based on the theory of conversation analysis, this research takes one of the 15th National High School English High-Quality Classes as the research object, listening and speaking lessen as the research class type, and transcribes and analyzes classroom teaching video. Through the research, this research aims to find the types of teachers’ classroom feedback used frequently in classroom and the influence of teachers’ discourse pattern on students’ turn-taking. And the writer finds that teacher tends to use single positive feedback most frequently in classroom, and IRF discourse pattern is the major discourse structure in the classroom. So students have a little chance to get the turn from their teachers and most of the time the class is still dominated by the teacher，and students don’t need to open a new turn.

Student Sentiment Analysis and Classroom Feedback Prediction Using Deep Learning

Abstract The application of deep learning is becoming a research hotspot in education, especially in student sentiment analysis and classroom feedback prediction. Accurate sentiment analysis can help teachers understand their students’ learning status and improve their teaching effectiveness. In this study, we explored students’ emotional changes in different teaching environments through face detection technology and facial expression recognition. We predicted their feedback on classroom content, which optimized the teaching methods and enhanced students’ learning experience. The research methodology includes using the MTCNN face detection algorithm to locate students’ faces and analyzing facial expressions to recognize their emotional states through an improved deep learning model. In this study, the method was able to identify primary emotional states of students, including happiness, sadness, and surprise, with an accuracy of 85%. After analyzing the link between students’ emotions and classroom engagement, the study discovered that students’ positive emotional states were positively associated with high levels of classroom engagement. Student sentiment analysis is used to propose a classroom feedback prediction model that can predict student feedback on classroom content with 72% accuracy in this study. This paper utilizes deep learning to analyze student sentiment and predict classroom feedback, which improves teaching effectiveness and enhances students’ learning experience.

A Study of Music Education Curriculum Design and Evaluation from a Constructivist Perspective

Abstract Music education is of great significance in the cultivation of high-quality talents, but currently there are problems such as music education is not emphasized and the quality being poor. Aiming at this situation, this paper designs a music education program using constructivist theory. At the same time, to explore the teaching effect of the designed music course, the data are analyzed to confirm the public factors by combining KMO, Bartlett method, and factor analysis model, adjusting the weights of teaching indexes based on the public factors and K-Means clustering analysis, and evaluate and analyze the teaching data. The model was applied to teaching evaluation to explore the effects of the designed music course in terms of overall classroom feedback, teaching effectiveness, and evaluation of indicators. Teacher-student interactions were more frequent in the 5-45-minute classroom, the average score of students in the experimental class in the area of interest inquiry was 11.275, which was higher than that of the control class, which was 8.035, and students in the experimental class achieved an overall score of 84.06 and 91.28 on the music exam, while the control class only scored 42.73 and 55.21. Meanwhile, the analysis found that the average evaluation score of students on the content indicators was 78.02, and the rating of some classes reached 92.84. The use of constructivist design in the music teaching classroom can enhance students’ understanding and perception of music, and enhance the efficiency of music learning.