FEEDBACK TO FEEDFORWARD: THE GAME CHANGER IN ESL/EFL TEACHING

Tóm tắt

This report focuses on examining how powerful feedforward is when utilized within ESL/EFL teaching environments. In contrast to feedback, which centers much around past achievements, feedforward pays attention to what could be done differently and provides the direction toward realization (Dweck, 2006). According to a recent study, it was suggested that AI could be utilized to increase student learning motivation and self-monitoring by providing students with clear and purposeful developmental guidance, which proved to be effective (Carless & Boud, 2018; Nicol & Macfarlane-Dick, 2006). According to Biggs (2003) and Hyland and Hyland (2006), assessment can build alignment with teaching practices and customize learning processes, such that it becomes critical in language training. However, there are still some areas that need further research, such as learners’ different cultures and new cultural environments. Using technology in delivering feedback may be promising, though it should be researched further (Wang, 2014). These points need to be addressed to help understand how impactful feedforward could be turning it into a breakthrough in English language teaching. The purpose of this review is to provide an in-depth examination and suggest future research paths for enhancing the advantages of feedforward strategies.