Investigating Ecological Affordances of Teacher Feedback in Empowered EFL Classroom
This paper conducts a qualitative case study to investigate the ecological affordances of teacher feedback in the empowered EFL classroom by using the methodology of classroom observation,semi-structured interview,and stimulated recall.Data was collected from 15 Chinese EFL college students to explore their perception,interpretation,and action of teacher feedback as well as the factors affecting the ecological affordances of teacher feedback.The results show that there is variation in students'perception and interpretation of teacher feedback,positive action in response to teacher feedback,but little opportunity for student feedback interaction,and that task activity,learner agency,and context of learning community affect the ecological affordances of teacher feedback.Finally,suggestions for improving multiple interactions provided by teacher feedback are proposed to promote the ecological affordances and effectiveness of teacher feedback.
teacher feedbackecological affordancesempowermentEFL classroomqualitative case study
NETL
NSTL
万方数据
