Open AccessMotivating Role of Assessment and Feedback in Teaching English to Students of Non-Linguistic Specialties
Author(s) -
Kseniya S. Potovskaya,
Kseniya A. Sekret
Publication year - 2021
Publication title -
vestnik omskogo gosudarstvennogo pedagogičeskogo universiteta. gumanitarnye issledovaniâ
Language(s) - English
Resource type - Journals
ISSN - 2309-9380
DOI - 10.36809/2309-9380-2021-30-144-148
Subject(s) - corrective feedback , psychology , process (computing) , mathematics education , order (exchange) , peer feedback , medical education , pedagogy , computer science , medicine , finance , economics , operating system
This article presents a study of the motivating role of feedback and assessment in language learning. Within the framework of our research, we surveyed psychological peculiarities of students and their attitude to errors and learning process depending on the feedback strategy applied by the teacher. We also explored types and ways of expressing feedback as well as correction and assessment functions. In order to obtain students’ insights into the motivating role of feedback and to ascertain their preferences for correction, we conducted an opinion poll in a target group of English learners consisting of 150 1-st and 2-nd year students of the Sevastopol State University. The respondents answered based on their personal experience of communication with the teaching staff of the university. The survey showed that the feedback received in the learning environment during English classes strongly affects the level of students’ motivation, but at the same time the majority of students are not afraid of making mistakes as they consider them to be the main factor in their personal and professional development. The study results might help teachers to choose more effective corrective feedback strategies that work best for their students.