With a constructivist and social constructivist approach to language learning, this project investigates the changes caused by the introduction of an ICT-based method supportive of systematic, interactive written corrective feedback in the English classroom in Denmark. In an intervention study in three 8th-grade classes, practices of three teachers as well as student attitudes to and handling of teacher feedback are investigated.
The aim of the project is to investigate language teachers’ feedback practices as well as how these may be changed so as to enhance student learning. An additional aim is to investigate student attitudes and practices in relation to feedback.
In what ways do teacher beliefs and practices change when teachers are involved in an intervention which
The project has as its basis a functional/communicative view of language and a (social) constructivist approach to language learning, focusing on the roles of feedback in relation to student hypothesis formation and testing.
Method and design
The project is an intervention study involving three cases. The use of few cases will allow me to work in-depth with the three teachers involved and their specific contexts and understandings. A teacher-cognition approach to understanding teacher practices will be employed.
In the intervention, teachers will be introduced to a selected program that affords teacher and student actions that are seen as suitable in the context of feedback and language learning theory. The programs will be adjusted to fit each teacher’s context. Additionally, teachers will be introduced to theories of effective feedback practice in connection with both the giving of feedback and the follow-up activities that may be employed.
The intervention will last 8 months, allowing for some degree of change to take place and be visible.