Jul 2026· Communications in Humanities Research· 0 citations
Abstract
Classroom evaluative feedback, encompassing praise, criticism, rewards, and punishments, is a pivotal interpersonal and educational tool in English language teaching. It profoundly shapes the classroom atmosphere, directly influences student engagement, and significantly impacts learners' motivation and subsequent behavior. While existing research has extensively explored this topic, it largely does so from psychological or conversational analysis perspectives, often lacking a systematic, unified linguistic explanation for the underlying mechanisms. To address this gap, this paper employs a comprehensive literature review to systematically trace the evolution of English classroom evaluative feedback models, charting their development from early behaviorist and cognitive perspectives through to contemporary sociocultural and systemic functional linguistics (SFL) viewpoints. The central focus is on demonstrating how modern assessment theory can provide a robust and systematic analytical framework for understanding the complexity of classroom feedback. The analytical framework proposed herein supplements existing oral evaluative feedback models, offering a coherent theoretical reference that can effectively guide pedagogical practice and serve as a foundation for subsequent empirical research in the field of English language teaching.
Oral corrective feedback (OCF) is widely recognised as a key pedagogical mechanism in the development of second language speaking proficiency; however, existing research has largely examined OCF in controlled settings or focused on isolated feedback types, offering limited insight into how feedback is interpreted, negotiated, and enacted within authentic classroom interaction. Addressing this gap, this qualitative study examines how cognitive, social, and affective processes shape teachers’ and students’ experiences of feedback in Chinese university English as a foreign language (EFL) classroom. Rather than treating OCF as a purely technical corrective move, the study conceptualises it as a relational and context-sensitive pedagogical process. Drawing on interactionist and sociocultural perspectives, the study investigates the perspectives of 12 university English teachers and 24 undergraduate students across fluency- and accuracy-oriented speaking tasks. Data were generated through semi-structured interviews, non-participant classroom observations, and stimulated-recall sessions, and analysed using reflexive thematic analysis. The findings indicate that OCF is understood not merely as a technical response to linguistic error but as a relational pedagogical practice embedded in task demands, classroom norms, and interpersonal considerations. Teachers emphasised the strategic calibration of timing, explicitness, and scaffolding to support noticing and self-repair, while students foregrounded relational sensitivity, emotional safety, and face protection as conditions for meaningful engagement with feedback. Three interrelated tensions were identified: negotiating explicit correction alongside affective comfort, managing face and hierarchical relations during public feedback, and orchestrating teacher, peer, self-, and technology-supported feedback within everyday classroom activity. Overall, the study demonstrates that the effectiveness of OCF emerges from the dynamic coordination of cognitive, affective, and interactional factors rather than from isolated feedback techniques. The study contributes to EFL pedagogy in Asian higher education by offering a reconceptualised understanding of OCF as a relational, affect-sensitive, and contextually mediated process, with implications for designing task-sensitive and learner-responsive feedback practices.
Rong Zhu, M. Mokhtar· Asian-Pacific Journal of Sec...· 0 citations
Classroom discourses play a crucial role in shaping how learners understand mathematical concepts, particularly in multilingual South African classrooms. This qualitative study employs critical discourse analysis (CDA) to examine how the language practices, teacher–student interactions, and underlying power relations influence learning in a series of Grade 10 lessons on functions. Drawing on Fairclough’s CDA framework, the study analyzes transcripts of three consecutive lessons to explore how teacher authority, questioning patterns, and classroom norms affect learner participation. The findings show that the teacher’s dominant use of the Initiation–Response–Evaluation pattern and procedural explanations limit opportunities for learner reasoning and autonomy. Code-switching emerges as a supportive strategy for bridging linguistic gaps; however, it also reveals tensions between the language of instruction and learners’ home languages. The results indicate that current discourse practices prioritize efficiency and correctness, contributing to surface-level understanding rather than conceptual engagement. The study recommends a shift toward dialogic and learner-centered approaches that promote equitable participation and deeper mathematical thinking. By highlighting how language and power operate in everyday classroom talk, this research provides insights for improving mathematics teaching in multilingual contexts.
M. Machaba, R. Ngoako· The International Journal of...· 0 citations
Oral feedback constitutes a fundamental instructional component within second language (L2) classroom speaking activities, playing a pivotal role in facilitating learner language development and communicative competence. Despite its recognized importance, the effective implementation of oral feedback remains substantially constrained by contextual variables and individual differences in learner proficiency. Existing research in this domain exhibits two notable limitations: first, prevailing typological frameworks tend to concentrate on isolated feedback attributes rather than adopting a holistic perspective; second, empirical investigations have produced divergent conclusions regarding the relative effectiveness of various feedback strategies across different L2 learning environments. To address these gaps, the present review constructs a comprehensive and integrative typology of L2 teachers' classroom oral feedback, systematically mapping its core characteristics across six key dimensions, including feedback type, focus, timing, delivery mode, learner involvement, and linguistic complexity. Furthermore, this study synthesizes relevant empirical findings from L2 acquisition research to elucidate the conditions under which different feedback approaches yield optimal outcomes. The analysis reveals that feedback efficacy is not inherently fixed but is strongly moderated by teaching environments, learner proficiency levels, and instructional orientations. Notably, mixed-focus feedback does not emerge as universally superior; rather, aligning feedback strategies with specific classroom scenarios and learner characteristics proves essential for enhancing L2 learning outcomes. This framework bridges the gap between feedback theory and classroom practice, offering targeted and actionable guidance for L2 educators seeking to optimize their feedback practices.
Ziqian Cheng· Education and Humanities Pro...· 0 citations
In English language teaching (ELT), pedagogical evidence rarely transfers intact across educational systems, a challenge particularly salient in Turkish ELT. This perspective article introduces contextual validity as an analytical and evaluative framework for judging whether a research-supported pedagogy remains educationally appropriate, institutionally feasible, sociolinguistically legitimate, and ethically defensible in a given teaching ecology. Unlike context-sensitivity, which describes variability, contextual validity issues a verdict: a practice is appropriate, appropriate with adaptation, or inappropriate for the given context. Building on postmethod critiques and extending them through ecological and complexity perspectives on teacher agency and language learning, the article specifies six analytical dimensions with measurable indicators, a provisional normative hierarchy for weighing dimensions that may conflict, and a staged workflow for professional judgement. Translanguaging pedagogy in multilingual Turkish classrooms serves as the case example, demonstrating the framework's discriminating, analytical use. The more productive question for Turkish ELT is not which method the field should adopt globally, but whether, by what evidence, and at what level of decision-making, a given pedagogy can be justified locally.
Rizwan-ul Huq, Alia Amir· Frontiers in Education· 0 citations
This study examines how active pedagogical methodologies contribute to students’ comprehensive development across cognitive, affective, social, ethical, and practical dimensions, extending the analysis beyond academic performance outcomes.
A qualitative integrative hermeneutic review was conducted using a corpus of 42 scholarly sources retrieved from Scopus, Web of Science, ERIC, SciELO, and Redalyc, supplemented by recognized theoretical monographs. The study followed a transparent documentary selection protocol—including contextual reading, thematic categorization, theoretical triangulation, interpretive synthesis, and qualitative appraisal—without claiming systematic-review compliance or meta-analytic status.
Analysis of the 42-source corpus identifies five interrelated developmental categories produced by active pedagogy: cognitive, affective, social, ethical, and practical. Methodologies including project-based learning, service-learning, cooperative learning, flipped classroom, and self-directed learning contribute to comprehensive student formation when sustained by pedagogical scaffolding, assessment coherence, teacher preparation, and institutional capacity. Effects are conditional rather than automatic, and implementation risks—including student anxiety, inequality reproduction, and institutional constraint—are documented across categories.
The study proposes an original five-category interpretive model that articulates dispersed theoretical and empirical contributions into a middle-range analytical framework for active pedagogy, integrating self-determination theory, experiential learning, transformative learning, and communities of practice within a single interpretive architecture.
The model offers an operational basis for curriculum design, teacher professional development, and institutional quality assessment in higher education. For Latin American and Ecuadorian contexts specifically, active pedagogy should be implemented as situated curricular design embedded in structures of equity, interculturality, and democratic participation—not as isolated classroom innovation.
Johan Manuel Méndez Reyes, Pedro González-Rivera, Hugo Fernando Iñiguez Magallanes et al.· Frontiers in Education· 0 citations
Generative artificial intelligence increasingly provides immediate feedback to English language learners, yet learners’ capacity to interpret, evaluate, and act on such feedback, known as feedback literacy, remains undertheorised in relation to this new source. This conceptual paper adopts a theory adaptation approach, using Carless and Boud’s four-dimensional model of student feedback literacy as the domain theory and Vygotsky’s sociocultural theory as the method theory. It examines how appreciating feedback, making judgements, managing affect, and taking action are reshaped when feedback is generated by general-purpose artificial intelligence rather than by teachers or peers. The paper argues that the model remains useful, but that each dimension faces additional strain because generative artificial intelligence functions as a mediating artefact and cannot be assumed to perform the pedagogical role of a more knowledgeable other. Although it can provide responsive assistance, it does not reliably identify a learner’s zone of proximal development, interpret developmental needs, or provide support that is carefully adjusted and gradually withdrawn. Learners must therefore undertake more of the evaluative, emotional, and regulatory work required to use feedback effectively. In English language writing contexts, target-language proficiency influences how strongly these limitations are experienced, creating a proficiency paradox in which learners who depend most on artificial intelligence feedback may have fewer linguistic resources to judge its accuracy, relevance, and appropriateness. The paper uses illustrative ELT writing scenarios and indicative proficiency benchmarks to anchor this argument, suggesting that the paradox may be most acute for learners at CEFR A2-B1, while recognising that such boundaries are gradual rather than fixed. It concludes that feedback literacy for generative artificial intelligence should be deliberately developed through teacher-supported mediation, guided verification, reflective revision, comparison of human and artificial intelligence feedback, and selective adaptation of suggestions.
Yong-Sheng Ng, N. Yaccob· International journal of res...· 0 citations
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