How to Make Feedback More Effective
for Young L2 Learners

By Annita Stell

Students receive feedback on completed assignments, but Annita Stell proposes that “one of the most valuable skills we can develop in younger learners is the ability to recognize feedback in different forms earlier on in the cycle—whether from teachers, peers, checklists, repeated mistakes, or their own reflection on their performance.” She proposes that this will help students who are learning the language become users of the language.

Since feedback can have positive or negative effects, especially when the content is difficult, she recommends that it is best if it is given at the beginning, middle, and end of an assignment.

When an activity is first handed out and explained, students might brainstorm about how they would complete it, its purpose, and what they should focus on. The author suggests that background music might help.

When students are at the mid-point of an assignment, the feedback needs to be balanced so it does not overwhelm them or is too little to be effective. Stell provides a chart of different types of feedback, how to provide it, and how it helps. She lists pair or group work, reflection, teacher observations, or checklists.

The problem with feedback at the end of an assignment is how to get students to make use of it. The author lists four options.

• Stickers and Stamps – to focus on good use of language or a need for more information.
• Highlight and Sort – to identify strengths or areas to improve
• Feedforward Reflection – using sentence starters to help students identify how they could do better on the next assignment
• Ask Questions for Support – discussing the teacher’s feedback with their peers can help students understand it and what they might do with it.

“Ultimately, effective feedback in an ELT classroom is not about how much is given, but how well it helps students become more aware and more independent in their language journey.”

You can find the chart and more information here.