Teacher–student interactions and feedback in English as a foreign language classrooms

ABSTRACT

This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System–Secondary. Four cases were selected and analysed for feedback practice based on teachers’ use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher–student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students’ internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers’ facilitation of student learning.

KEYWORDS:

• Classroom feedback
• Formative assessment
• Classroom interactions
• Classroom Assessment Scoring System Secondary
• Systematic observation
• English as a foreign language

Acknowledgments

We are grateful to Professor Kari Smith (Norwegian University of Science and Technology) for valuable feedback and comments on drafts of this article.

Disclosure statement

No potential conflict of interest was reported by the authors.