| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 1109771 | Procedia - Social and Behavioral Sciences | 2015 | 6 Pages |
Enthusiastic ELT teachers are always looking for new and effective approaches and methods which would contribute to the overall improvement of their students’ learning and their performance. One of the most effective ways of discovering this is collecting students’ responses in the form of feedback. Such responses can provide critical and constructive information about the current course, teacher performance, difficulties or challenges students experience/have experienced during the course and indicate steps which should be taken for the improvement of one's performance in future. Therefore the aim of this article is to emphasize the importance of feedback and focus on its different forms, such as formal and informal; or continuous and end-semester feedback. In addition, the author of this article explores specific benefits and constraints of four types of feedback at the example of teaching a Course of Academic Writing at the Faculty of Informatics and Management in Hradec Kralove, Czech Republic.
