Feedback at university level studies
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In language studies, feedback has always been a contradictory issue and a matter of debate among teachers. The research into the effects of feedback has been far from conclusive. Recently there has been a renewed interest in feedback in teaching general English in secondary education. The issue of feedback at tertiary education remains unexplored and needs to be examined. Therefore, the purpose of this study was to examine learner attitudes to feedback at tertiary level. The data were collected through administering a questionnaire and interviewing students who study English for Specific Purposes (ESP) at the Faculty of Social Policy, Mykolas Romeris University. The article examines oral, paper- and electronically- written as well as peer feedback of performance. The major result is: at university level, feedback is beneficial independently of students’ specialization. Some possible implications are suggested.
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