How Might Learners’ Experience of Assignment Feedback in a German Course at A-Level in a Sixth Form College in England


The aim of my doctoral research is to understand students’ engagement with feedback and to investigate how students use the feedback they receive in view of their language learning. Additionally, the project aims to investigate the barriers they experience and to gain an insight into the students’ unpicking and responding to feedback in order to find out how they are processing the feedback.

As this does not necessarily happen in the classroom, it is of critical importance for students to be able to discuss their views on the feedback procedures. To investigate this matter, 8 to 10 alumni students will be invited to reflect on written feedback that they received during their German A level course in semi-structured interviews. Due to the current constraints, the interviews will be carried out via an online video-conferencing platform within the next two months.

I will have undergone at least a preliminary analysis by the time the conference takes place. In this way, I will be able to report on initial key findings of the study and how these might influence educational practice.

With the help of this study, I hope to fill a gap in existing research on language learner feedback and its processing where a student voice is often missing and therefore new ways of giving feedback to students in the language classroom can possibly be provided.

Author Information
Tanja Bloss, Kingston University, United Kingdom

Paper Information
Conference: ECLL2021
Stream: Assessment

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Posted by James Alexander Gordon