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From self-to peer evaluation: getting students to indicate on a pie chart how much each of the 3-4 people in their group speak can be beneficial: if the task is repeated, a much more even allocation of time usually follows, with the students making more of an effort (in my experience) of using phrases for interrupting and bringing in others, without the teacher having to actually focus on those specific phrases (@rapple18).Peer feedback can be used to maximize interaction (@Lea Sobocan). Some participants record students: this can be used to get the students to transcribe what they hear (@muranava) in order to raise their awareness of the language, or perhaps simply ‘listen and notice’ language used (@Shaunwilden).
It was also mentioned that feedback from peers can be more effective than if always from the teacher.Discussion then slid, in true #eltchat manner where threads overlap, into ways of getting students to use the target, or new language (TL).Whereas in TBL this will emerge according to learners’ level and needs, in a more traditional lesson, students will usually be required to practise new language within a controlled context, before moving on to something more free.Getting students to talk – really communicate with each other in English in a meaningful way – is always an issue for me for a number of reasons.
So I was delighted that this topic was chosen for a recent #eltchat.
It was pointed out that feedback (FB) and correction were different (@Theteacherjames) and that while feedback might focus on content and language (and pronunciation, @Hana Ticha), correction can, and perhaps should, be handled differently.