Feedback on Feedback: Preservice ESL Teachers Respond to Evaluation Practices

Abstract

Although a number of studies have examined the role of teacher feedback in ESL students' learning, equal attention has not been paid to how ESL teachers make feedback decisions based on their preservice preparation. In this article, preservice ESL teachers respond to various forms of feedback that they received in their TESL Methodology course, and offer insights into how these individual responses will shape their own evolving feedback practices. Quoting from students' journal entries and audio taped group discussions, this action research project reveals that preservice ESL teachers were pleased with the wide variety offered back formats and sources used in this course and that they intended to replicate this variety in their own classrooms. In general, this small group of preservice ESL teachers liked feedback that was immediate, detailed, ungraded yet critical, and focused. They preferred feedback to come from credible and authoritative sources.