Speaker
Description
Correction alone rarely motivates learners and can even silence them. This practice-oriented session explores how to give feedback that builds confidence while still driving improvement. We'll examine why some feedback shuts learners down and other feedback pushes them forward. Participants will leave with practical, classroom-ready techniques, including the feedback sandwich for delivering corrections that learners actually welcome and act on.
Abstract section 5: References
-
Covey, S. R. (1989). The 7 habits of highly effective people.
-
Hattie, J., & Timperley, H. (2007). The power of feedback.
-
Krashen, S. D. (1982). Principles and practice in second language acquisition.
Abstract section 3: Content/method
The presenter will first introduce the theoretical basis of the feedback sandwich and its connection to Krashen's affective filter theory. Participants will then observe real classroom examples of oral feedback. In a hands-on activity, attendees will practice reframing corrective feedback using the sandwich structure.
The session concludes with discussion of how to build an emotional bank account of positive interactions, with both learners and parents, before delivering criticism, and distribution of a practical checklist.
Abstract section 4: Outcomes/results
Participants will leave with a concrete feedback framework applicable in their own teaching contexts.
They will be able to:
1. Identify feedback moments that risk demotivating learners;
2. Apply the feedback sandwich structure in oral communication with learners and written communication with parents;
3. Develop a habit of building an emotional bank account of positive interactions to create a supportive context for correction.
Based on the presenter's classroom experience, this approach has led to observable increases in learner motivation and reduced fear of making mistakes.
A practical checklist will be provided.
Abstract section 1: Relevance
Corrective feedback is one of the central keys to language acquisition, yet poorly delivered it can raise learners' affective filter (Krashen, 1982), increasing anxiety and reducing motivation. Research shows that the manner of feedback delivery matters as much as its content (Hattie & Timperley, 2007).
In modern English classrooms, teachers face the challenge of correcting errors while maintaining learner confidence and communicating with parents effectively.
This session addresses a practical gap: How can teachers structure feedback to correct effectively without triggering fear of mistakes or disengagement, while keeping parents informed and engaged?
Abstract section 2: Contribution/research questions
This session aims to provide teachers with a practical, immediately applicable framework for delivering feedback across different learner groups and their parents. The purpose is to demonstrate how the feedback sandwich technique (positive observation, constructive correction, positive reinforcement) combined with intentional accumulation of positive interactions over time, can reduce learner anxiety, sustain motivation, and improve receptiveness to error correction. Participants will leave with a practical checklist for implementing these strategies in their own classrooms.
| Title | Beyond Correction: Feedback That Motivates Learners |
|---|---|
| Teaching Context | General |