152
THE IMPORTANCE OF GIVING FEEDBACK IN TEACHING
FOREIGN LANGUAGES
Abduvaliyeva Farangiz Saloxiddin qizi
Fergana state University faculty of foreign languages
department of guiding and translating 2-course student
Maqola haqida ma’lumot
Qabul qilingan: 18.06.2024
Qayta qabul : 24.06.2024
Saytda mavjud : 27.06.2024
Muallif (lar)
F.S.Abduvaliyeva
© F.S.Abduvaliyeva
UNIVERSAL xalqaro ilmiy jurnal
Ochiq ma’lumotlar:
https://universaljurnal.uz/index.php/jurnal
Maxfiylik bayonoti
Materialni istalgan vosita yoki formatda nusxalash va
qayta tarqatish hamda maqoladan toʻgʻri iqtibos keltirish
va litsenziyasini koʻrsatish sharti bilan istalgan maqsadda
foydalanish mumkin.
Annotsiya:
Maqolaga misol tariqasida biz
talabalar bilimini baholashda muhim rol o'ynaydigan
ba'zi jadvallar va rubrikalar turlarini taklif qilishimiz
mumkin. Va, albatta, biz tagiga chizilgan rubrikalar
o'qituvchilarga foyda keltirishini xohlaymiz.
Rubrikaga tegishli yozma fikr-mulohazalar
tuzatuvchi va mezonlarga asoslangan bo'lishi deyarli
kafolatlanadi. Rubrikalar o'quvchilarga o'z ishlarini
xolisona ko'rishda va ishlash kerak bo'lgan sohalarni
aniqlashda juda foydali bo'lishi mumkin.
Аннoтация:
В статье в качестве примера
можно предложить некоторые таблицы и виды
рубрик, которые играют важную роль в оценке
знаний учащихся. И конечно, мы хотим
подчеркнуть, что рубрики приносят пользу
преподавателям.
Письменная обратная связь, относящаяся
к какой-либо рубрике, почти гарантированно
будет корректирующей и ориентированной на
критерии. Рубрики могут быть очень полезны,
помогая учащимся объективно оценить свою
работу и определить области, над которыми
необходимо поработать.
Annotation:
The article As an example we
can offer some tables and types of rubrics which are
played an important role in assessing student’s
knowledge.And of course, we want tounderline
rubrics benefit the teachers.
Written feedback which refers to a rubric is
almost guaranteed to be corrective and criterion-
referenced. And rubrics can be very useful in helping
students view their own work objectively and
pinpoint areas which need work.
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Jurnalning bosh sahifasi:
Universal International Scientific Journal
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UNIVERSAL international scientific journal
It is not secret, that our developing country
is gradually developing all branches all the
society working hard, affording the best results.
We may be the witness of high achievement in
the field of engineering technologies economy,
sport and art by the young generation of our
country.
Uzbek nation, which permanently cares
about future of its children and bears
responsibility towards the spirits of ancestors,
has always paid a great attention to the
education and upbringing of its young man and
woman. This has been proverb during a long
history and showed remarkable results.
The First President of the Republic of
Uzbekistan I. Karimov while stressing of this
sphere, said: “Of course, education and
upbringing are the results of consciousness. At
the same time, they indicate the level and
development of consciousness in the other
words are the key factors that expand and enrich
the national spirit. Spirit cannot be developed
without altering the consciousness on the basis
of changes in the system of education and
upbringing.” (Karimov, 1, 17)
Uzbekistan spends on education as much
money as many developed countries of the
world do. The Republic of Uzbekistan shall
ensure a respectful attitude toward the
languages, customs and traditions of all
nationalities and ethnic groups living on its
territory and create the conditions necessary for
their
development.
There
are
many
opportunities in our country for language
learning and teaching. One of the steps to
improving English language teaching in
secondary schools is the decree declared on
December 10, 2012 by the President of
Uzbekistan IslomAbduganievichKarimov. He
resolves to improve foreign language learning
system with the decree about “On measures to
further improve foreign language learning
system” [2.13].
Currently, there are diverse factors in
teaching foreign languages. Among all of them
giving feedback has also its specific place.
Whenever it is being informed on giving
feedback, I would like to give my
conceptions on this issue.
Feedback is an essential part of
effective learning. It helps students
understand the subject being studied and
gives them clear guidance on how to
improve their learning.« Feedback can
improve a student's confidence, self-
awareness and enthusiasm for learning.
Effective feedback during the first year in
university can aid the transition to higher
education and may support student
retention. Providing students engage with
feedback, it should enhance learning and
improve assessment performance» [3.33].
Giving students feedback in the
classroom during the learning process has
been proven to increase learning and
improve student outcomes. When given
correctly, feedback guides the student in
their learning process and gives them the
direction they need to reach the target or
goal of the lesson. Feedback sends a
message to the student that the instructor
cares about the learning taking place. It
also allows the student to become more
engaged and involved in the classroom.
While feedback is a key element in
formative assessment, we do not know
how our feedback is understood by the
learner, or what meaning they make of it.
Formative
assessment
and
learning-
oriented assessment focus on the learning
process. These ongoing assessments for
learning can be an integral part of
instruction and may add a new dimension
to the learning mandate inherent in the
classroom. Assessment for learning is
founded on the notion that learners can
raise their consciousness of their learning
aims through the process of assessment and
work towards improvement. That is,
formative assessment or learning-oriented
assessment enables the students to gather
“positive evidence” about what they know,
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UNIVERSAL international scientific journal
and “negative evidence” about what is still not
being incorporated into their interlanguage
correctly .Such assessment practices not only
provide students with critical information about
what they know but also enable teachers to
assess their students‟ ongoing progress at
various stages of the learning process. Leung
(2004) defines classroom-based formative
assessment as “the noticing and gathering of
information about student language use in
ordinary (non -contrived) classroom activities,
and the use of that information to make
decisions about teaching (to promote learning)
without necessarily quantifying it or using it for
reporting purposes” [4. 20]. Indeed, formative
assessment or learning-oriented assessment
serves both the teacher in terms of planning
future curricula as well as the students in giving
them feedback so that they become aware of
their strengths, weaknesses, and what needs to
be implemented to make improvement. This
discussion will focus on the important role of
feedback in formative assessment or learning-
oriented assessment.
Let’s look at another aspect that is
directly one of the types of evaluation is rubrics.
A rubric is a scoring tool that explicitly
represents the performance expectations for an
assignment or piece of work. A rubric divides
the assigned work in to component part and
provides clear descriptions of the characteristics
of the work associated with each component at
varying levels of mastery. Rubrics can be used
for a wide array of assignment: papers, projects,
oral presentations, artistic performances, group
projects. Rubrics can be used as scoring or
grading guides,to provide formative feedback to
support and guide ongoing learning efforts,
or both [5.44].
As an example we can offer some
tables and types of rubrics which are
played an important role in assessing
student’s knowledge.And of course, we
want tounderline rubrics benefit the
teachers.
Written feedback which refers to a
rubric is almost guaranteed to be corrective
and criterion-referenced. And rubrics can
be very useful in helping students view
their own work objectively and pinpoint
areas which need work.
From the tables it can be concluded
that the rubric is one of the most effective
methods of estimation. Because it takes
into account many criteria as the choice of
information, preparation of a stunt to the
presentation, as far as he or she correctly
expresses his or her thoughts. We think
that, a rubric is also feedback, because
through the feedback and rubrics students
will know own strong and weak points. On
the other hand, teacher will better know the
students’ abilities and achievements. Using
rubrics can help teachers target their
feedback to students' exact strengths and
weaknesses. A rubric is a document,
usually a chart, which sets the expectations
for student performance on a task. Rubrics
can help students understand the quality of
work which corresponds with tables.
Bibliography
1. The law “On Education” of the Republic of Uzbekistan 1997.
2. “National Program for Staff Training. – Tashkеnt, 1997.
3. Bellon, J.J., Bellon, E.C. & Blank M.A. “Teaching from a Research Knowledge Base: a
Development and Renewal Process.” Facsimile edition. Prentice Hall, New Jersey, USA.1991
4. Leung K.«Effective Feedback in the Classroom” p. 20Teaching for Quality Learning at
University (2ndedition). Buckingham: SRHE and Open University.2004
5. Barbara Moskal” Recommendations for developing classroom performance assessments
and scoring rubrics”.Colorado school2003
