THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
5
HOW СAN TEACHER’S FEEDBACK IMPROVE STUDENT
PERFORMANCE?
Xadicha Shuhratova
e-mail:shuhratovaxadicha@gmail.com
+998909848104
Student, Kimyo International University in Tashkent
Tolibjon Yuldoshev
Scientific adviser:
8 April, 2024
https://doi.org/10.5281/zenodo.13234611
Abstract
Feedback is an essential part of the educational process. It contrasts
learners' performance to educational goals to assist them to achieve or exceed
those goals. According to Schartel (2012) effective feedback is presented in an
appropriate setting, focuses on performance rather than the individual, is
specific, based on direct observation or objective data, delivered using neutral,
non-judgmental language, and outlines actions or plans for development. This
research investigates the importance of giving feedback to students to improve
their performance at Kimyo International University in Tashkent. The findings
suggest that teachers play a key role in improving student performance by
providing clear feedback, creating a positive and supportive learning
environment, and building rapport with students. Teachers can also show
students' mistakes by using non-verbal feedback, or other effective strategies,
such as showing their mistakes by themselves, drilling correct answers many
times, or giving them correct options and giving them a chance to correct
mistakes by themselves.
Keywords:
Students performance, verbal feedback, non-verbal feedback, direct
and indirect feedback
Giving Feedback to Students
Introduction
“Feedback is a gift. Ideas are the currency of our next success. Let people
see you value the feedback and ideas.” – (Jim Trinka and Les Wallace) The
purpose of feedback in the evaluation and development process is to enhance a
student's performance rather than diminish it. The process of providing
feedback must be a positive, or at least neutral, learning experience for the
learner. Feedback is regarded as a difficult issue in the higher education sector.
It is recognized as a crucial component for enhancing student learning. National
surveys in the UK (“Higher Education Funding Council for England”, 2011) and
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
6
Australia (James, Krause, and Jennings 2010) support the above statement.
There is more to being a teacher than just instructing and assisting students. It is
essential to provide feedback correctly, as it has the potential to motivate
students to learn more or leave them feeling frustrated. Several researchers
have exchanged thoughts on this subject, but they all come to the same
conclusion—that prospective teachers need to be prepared to evaluate their
students' performance and offer constructive feedback. How do they provide
students with useful feedback? What is the purpose of feedback for students?
Others may not realize how much deeper it is. It is a means of inspiring students
to work hard, develop their abilities, become self-reliant learners, and have
confidence. Giving them constructive feedback can significantly improve their
learning and performance.
Methodology
This research delves into " How can teacher feedback improve student
performance ", to comprehensively explore this topic, incorporating classroom
observations with ten yes-no, questions of English Education faculty, English
language classes at Kimyo International University in Tashkent. This section
outlines the methodology adopted for this study. This observation allows for an
understanding of the role of teachers in improving students' performance by
giving feedback in foreign language classrooms. Additionally, observation of
classes shows how important it is to give feedback to students to show their
mistakes and achievements. For the observational component, first-year
students were selected from the English Education faculty. The purposive
sampling technique was employed to ensure diversity in class profiles, teaching
methods, and student performance. These observations were conducted in
classrooms with an average student enrollment of about 16-20. Each
observation session spanned the entire class period, during which detailed field
notes were taken. The observations were primarily focused on identifying how
teachers give feedback and assessing the overall student's performance. Two
observations were conducted at Kimyo International University in Tashkent to
see how teachers give feedback and teacher-student performance. The first
observation took place on 13.02.2024 during an Ancient Literature lesson.
Moving forward to the second observation, conducted on 14.02.2024 during a
Listening and Speaking class. A first-year class of 17 students with one female
student was chosen, and the teacher's approach fostered a balanced and friendly
atmosphere. This observation helps analyze how essential it is to give feedback
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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to students to improve their performance. Hence, feedback should be given
politely and respectfully.
Findings
During the observation classes, teachers were very polite and respectful to
students. After finishing the task, students started to answer questions, and the
teacher corrected them by repeating the correct answer many times. After that,
it was evident from the students' emotions and reactions that they understood
their mistake. The most beneficial side of the teacher's technique of giving
feedback was that they listened to each student till the end and, after that,
corrected them by providing an additional correct answer by giving them a
chance to choose the correct answer. Moreover, according to research by Wu
(1971) from the University of Minnesota, students who received quick
responses were able to understand the content they had just read deeper."It
may not always be possible to provide students feedback right away, but sooner
is better than later," the researchers stated.
Another essential part of the lesson was that the teacher supported each answer,
even if it was incorrect, using more supportive words such as "maybe,
interesting, very good" by Guthrie (1971), who focused primarily on response
feedback rather than right/wrong feedback, did not discover any additional
benefits from providing feedback after correct replies. If the feedback was given
incorrectly or correctly, the outcomes might have been different. This way of
responding to them kept a positive atmosphere in the classroom, and students
felt supported. Every time a teacher, without any judgement, shows students
mistakes in himself, he increases their knowledge and shows them how next
time students can escape their mistakes and work on themselves. The positive
side of the observation was that students accepted all comments without any
disagreements and were ready to get more positive recommendations about
their performances.
Discussion
It is simple to identify certain similarities and differences between the
data in various articles and my observations and findings. There was no
nonverbal feedback given during the lesson observation, however studies
indicate it is just as beneficial as direct comments. Moreover, Argyle et al.,
(1971) showed that non-verbal cues were six times more significant than verbal
cues in a related study. These percentages demonstrate that non-verbal
behavior is an important form of communication for both humans and other
primates, even though they may vary depending on subjective and contextual
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
8
factors and it is impossible to say which type of cue is always more important
than another. When considered broadly, it refers to a technique of
communication that can take many different forms, including humor, touch
language, gestures, facial expressions, and gaze. (Gupta et al., 2009). According
to DePaulo and Friedman (1998), nonverbal communication is a dynamic
process that is crucial especially when emotions, identities, and status roles are
relevant. It is also crucial when verbal communications are unclear, unreliable,
or challenging to understand.
Furthermore, feedback was given throughout the observation based on
the learning styles of the students. However, individuals may differ in their
approaches to learning, frequently selecting different methods depending on
personal preferences ( Winne et al., 2003). This is an indisputable aspect of
learning. One way that learners may differ is in their learning styles. These have
been described as an individual's preferences and traits in the processes of
absorbing, recalling, and analyzing information (Felder 1988). In a similar vein,
Dantas et al.,
(2020) described learning styles as the favored methods by which
students acquire and process information.
Recommendations
Overall, the observation demonstrates that teachers use a variety of
methods to provide feedback to each student during class to assist them in
comprehending their errors and achievements. Many questions were answered
affirmatively, demonstrating how successfully teachers deal with feedback. It
demonstrates that the teacher was able to create a welcoming environment in
the classroom while additionally offering accurate feedback to the students.
However, it would be better to advocate providing personalized feedback to
each student after class based on their learning styles. This strategy not only
assists students in understanding their mistakes but also teaches them how to
deal with and prevent future problems. Additionally, teachers can use gestures,
facial expressions, or other methods while providing feedback. In that way,
students can feel supported and accept feedback much better. In particular
cases, students can misunderstand feedback and get the impression that the
teacher is judging them because comments were given during the lesson, or they
may forget what the teacher said to them until the end of class. Furthermore, it
is essential to establish personalized ways for students with special needs to
provide feedback. Teachers can talk to students after the lesson and ask how
they can help to avoid their mistakes and politely give some advice.
Conclusion
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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In conclusion, this research illuminates the important role of teachers in giving
feedback to students to improve student's performance in university foreign
language classrooms. Teachers, as highlighted through classroom observation
responses, employ diverse strategies such as clear establishment of classroom
norms to effectively manage disruptions. The emphasis on teachers can give
feedback in different ways and use a variety of strategies such as direct, indirect,
and non-verbal feedback, and feedback from the teachers play an essential role
in improving students' performance. When teachers fail to comprehend how to
respond appropriately, students can become depressed or even lose interest in
what they are studying. This is why teachers must avoid boredom while
providing feedback to students. Furthermore, teachers should provide
comments politely and respectfully, without offending or judging students based
on their personality or knowledge. Hence, these observations additionally
proved how essential it is for students to get feedback from their teachers
regarding their accomplishments and areas for improvement.
References:
1.
Argyle, Alkema, Gilmour, Nicholson, H., Williams, M. and Burgess, P. (1971)
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Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles
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DePaulo, B. M., & Friedman, H.S. (1998). Nonverbal communication.
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Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in
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PEDAGOGICAL SCIENCES
International scientific-online conference
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