Written corrective feedback : focus on English teachers’ current practices in the Fédération Wallonie-Bruxelles and avenues for improving efficiency

Details

Supervisors

Meunier, Fanny

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation générale, à finalité didactique

Abstract

This MA dissertation presents a study of written corrective feedback (WCF) and its current use in secondary schools from the Fédération Wallonie-Bruxelles (FWB). More precisely, the focus is on English teachers’ current practices regarding feedback. The main aim of this study is to establish those practices and then to see whether and how those change according to the learners’ level. Suggestions for improving/maximizing the effects of feedback are also provided. Firstly, a theoretical background on WCF is established in the first chapters. Then, the study of WCF current uses in schools from the FWB is included. More precisely, feedback from different levels and an online survey addressed to English teachers are analyzed and discussed. The dissertation finally focuses on trying to find alternative forms or additional content for teachers to include in their feedback. This echoes techniques and approaches from the most effective studies that have been included in the earlier chapters. Further research to confirm the conclusions drawn in this dissertation is necessary, but this work opens the debate and provides a glimpse of the current situation regarding feedback in schools from the FWB and of the ways to improve feedback in the future.