Special Education and Education Essay

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The significance of Factors 1-5 to the study of feedback effectiveness is that they are variables that can help the instructor to better understand whether a method is working for students. The study itself measured numerous variables by using a questionnaire that the teacher distributed. The results showed that the student “made use of the majority” of the teacher’s feedback (McCord, 2012, p. 43). The author concluded, however, that he would have to expand his definition of “effective” in future studies in order to measure student retention as another variable to help determine feedback effectiveness. As Roseli (2014) notes, using learner diaries can be an effective way to help promote retention, which could be something that McCord uses to help students achieve their aims. A learner diary seems applicable to all ELL ages and could help any proficiency level see how they are growing.

I think Roseli’s advice is meant for both written and spoken feedback, as she does recommend speaking directly to students in the blog post. This advice matches the principles of effective feedback given in the McCord article in virtually every where: it is based on the idea of providing direct feedback, immediate feedback, sustained feedback, and surface error feedback, which McCord hypothesizes is a most effective method.

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I consider all of these steps important as they add to the totality of feedback effectiveness.

The top five bits of advice I would give would be: 1) Be direct; 2) Spend one-on-one time with the student; 3) Give surface error feedback; 4) Give immediate feedback, and 5) Have students keep learner diaries so that they can retain information more effectively. These steps will help ensure that ELLs are learning to write in a way that is consistent with the aims of the educator and the student.


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