Much thought has been dedicated to the role of feedback in the English language teaching classroom as well as in general education. My aim is to present an Action Research study carried out at lower secondary level that sought to identify the perception of students regarding the type of formative feedback they were regularly provided with by their teachers, access grounded information on their learning and aid the curriculum development in English Language and Literature.
To scaffold the students’ learning, the project-based in tervention consisted of the planning, implementation and assessment of a collaborative inquiry inspired by deep learning, and integrated various forms of feedback, online and face-to-face. Students’ perception and demand of feedback were determined by the different forms of feedback and how reliableand meaningful they found the source of feedback.
Name and bio of the speaker:
Isabel Piñeiro Sorondo holds MA in Education and studied Literature and Translation. She is a Secondary School Teacher and currently based and working in Madrid. Previously she worked in Buenos Aires and Montevideo.
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