TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY

Main Article Content

Zilola Shezod qizi Mirqodirova

Abstract

Feedback of teacher is considered to be important aspect of learning process as it sheds light on weak points of a student, helping them to improve their language skills. Effective feedback from teachers provides learners with valuable information on their language skills, helps them identify areas for improvement, and guides them towards achieving their language learning goals.

Article Details

How to Cite
Mirqodirova , Z. S. qizi. (2024). TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY. GOLDEN BRAIN, 2(7), 148-151. https://webgoldenbrain.com/index.php/gb/article/view/164
Section
Articles

How to Cite

Mirqodirova , Z. S. qizi. (2024). TEACHER FEEDBACK IN IMPROVING ENGLISH PROFICIENCY. GOLDEN BRAIN, 2(7), 148-151. https://webgoldenbrain.com/index.php/gb/article/view/164

References

Lee, J. (2018). The Effects of Teacher Feedback on EFL Writing: A Multiple-Case Study. English Teaching & Learning, 42(2), 177-204.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Ferris, D.R. (2003). Response to Student Writing: Implications for Second Language Students. Mahwah, NJ: Lawrence Erlbaum Associates.

Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Language Teaching, 39(2), 83-101.

Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.