Developing the relational in teacher feedback literacy: exploring feedback talk

The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher - student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis ap...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2023-02, Vol.48 (2), p.172-185
Main Authors: Heron, Marion, Medland, Emma, Winstone, Naomi, Pitt, Edd
Format: Article
Language:English
Subjects:
Classroom communication
College Faculty
Discourse Analysis
Feedback
Feedback (Response)
Feedback talk
Higher education
Holistic Approach
Literacy
relational dimension
Student teacher relationship
Students
Teacher Attitudes
teacher feedback literacy
Teacher Student Relationship
Teaching
Teaching Methods
Verbal Communication
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Summary:The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher - student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews with two teachers revealed a perception that feedback was an inherent part of the teaching and learning process and agreement on the significance of feedback talk in supporting relationships. We argue that a recognition and understanding of feedback talk can support the relational dimension of feedback literacy in the micro-moments of learning and teaching. We frame our discussion of feedback talk and teacher feedback literacy within the wider context of learning and teaching and call for a more holistic perspective on feedback.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2021.1932735