What is it about?
I explored how learners' beliefs about corrective feedback in a foreign language classroom are shaped and transformed in interaction and with experience both during the same research interview and in a six months period.
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Why is it important?
The study gives insights into how learners' beliefs direct their responsiveness to and acceptance of feedback but also how these same beliefs can be mediated in interaction with them, eliciting, for example their recent experience with feedback.
Perspectives
I hope that the paper could sparkle the discussion about validity and validation of compupterised dynamic assessment. One specific focus could be on how learners' beliefs about assessment and feedback, but also learners' goals in and perceptions of computerised dynamic assessment (learning opportunity Vs. demonstration of prior learning) influence both their performance on DA and the validity of inferences that can be made based on their performance. Another interesting direction could be the impact of (C-)DA, which can be used as an awareness-raising procedure, mediating learners' beliefs and goals.
Dr. Dmitri Leontjev
Jyvaskylan Yliopisto
Read the Original
This page is a summary of: Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback, ITL - International Journal of Applied Linguistics, September 2016, John Benjamins,
DOI: 10.1075/itl.167.1.03leo.
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