Close the feedback cycle with guided reflection on what was learned (post-noticing stage)¶

Strategy · All strategies
Evidence · no claims cited

Description¶

After students complete contrastive-critical framing and transformed practice, the teacher asks them to reflect on what they learned during the entire feedback process, using reflection guides that explain the intended goals and objectives. The article states, "the teacher can ask them to reflect on what they have learned during the entire feedback process." Reflection helps students self-assess strengths and weaknesses, understand the changes they made, and, when reflective notes or essays are shared, make informed plans for improving their drafts.

Design Implications¶

Context¶

Requirements¶

• Reflection guides explaining the intended goals and objectives of the reflection

Constraints¶

• The article notes teachers may have limited time when institutional policies provide scant time for writing classes; CFTs may then be carried out in subsequent class periods in a sequence of process-based activities

Target Learners¶

• EFL college writing students

Target Learning Goals¶

• Self-assessment of writing strengths and weaknesses
• Informed plans for improving drafts

Related Strategies¶

• Train and model the collaborative feedback process before students notice gaps (pre-noticing stage)
• Debriefing

Examples¶

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Key Sources¶

• Barnawi, O. Z. (2010). Promoting Noticing Through Collaborative Feedback Tasks in EFL College Writing Classrooms. International Journal of Teaching and Learning in Higher Education, 22(2). https://www.isetl.org/ijtlhe/