College English Classroom Feedback And Its Effectiveness In Blended Teaching Mode

Blended learning is characterized by the application of a wide range of technical means or on-line learning platform to assist classroom teaching.The college English teaching based on the informationalized teaching platform is largely different from the traditional college English teaching in terms of teaching content and methods and will inevitably cause the corresponding changes in classroom feedback.Effective classroom feedback is essentially important for students to get the message conveyed in class and improve the quality of classroom presentation.Therefore,it is of great practical significance to study the characteristics and effectiveness of college English classroom feedback in the blended teaching mode.However,most of the domestic studies on classroom feedback are focused on the connotations,strategies and applications of classroom feedback,with few researches on its effectiveness,and mostly in traditional classroom teaching environment.Little study has been done on the classroom feedback in the blended teaching mode,and especially the effectiveness of classroom feedback in the blended teaching mode has not been studied in depth and systematically.In this study,500 non-English majors of 2017 from Shandong Normal University,Shandong University of Technology,Qingdao University and Yantai University were investigated by questionnaire offline and online on the characteristics of classroom teacher and peer feedback in the blend teaching mode;4 non-English-major classes taught by 4 different teachers of Shandong Normal University were observed and recorded by the author in class;the 4 classes who participated in classroom observation were distributed reflective journals online to collect qualitative data;and4 students were randomly selected from the observed classes for face-to-face interviews.All was done to find out: 1)the characteristics of college English classroom feedback in terms of its form,content and function in the blended teaching mode;2)the effectiveness of college English classroom feedback in the blended teaching mode from four perspectives,namely,the variety of feedback functions,the correctness of feedback language,the organization of feedback content and the instantaneity of feedback;and hopefully to provide suggestions for improving and ensuring the effectiveness of college English classroom feedback in the future.Based on the quantitative data analysis of questionnaire with the help ofSPSS22.0,and the descriptive analysis of qualitative data collected by means of classroom observation,reflective journal and face-to-face interview,the major findings are:(1)The classroom teacher feedback and peer feedback in the blended teaching mode are both instantaneous and corresponding;moreover,the teacher feedback is direct;besides face-to-face feedback,online peer feedback comes up in classroom.Classroom feedback is mainly related to students’ classroom presentations,covering the content rationality,language accuracy and presentation style of presentation materials,students’ oral performance,individual and group performance during the presentation,etc.As for feedback function,classroom feedback in the blended teaching mode could help students correct language errors in presentation materials,improve the content,structure and style of presentation materials and promote team collaboration.(2)Classroom teacher feedback is relatively more effective,regarding the variety of feedback functions and the correctness of feedback language.And the various feedback functions mainly include correction,restatement,clarification,criticism,praise and suggestion.However,the instantaneity and the organization of feedback content of classroom teacher feedback need to be improved.As for classroom peer feedback,it is done online and offline.The offline peer feedback is relatively effective in the instantaneity and orderliness,with feedback functions mainly of correction,praise and suggestion.However,grammatical mistakes,mispronunciations and misspellings in peer feedback language reduce its effectiveness to a certain extent.The online peer feedback is effective due to the application of the online rating scale with high reliability and validity,and its mutual verification with the offline teacher and peer feedback.Based on the research findings,the author got the implications and provided suggestions on improving the effectiveness of classroom teacher feedback and peer feedback.And finally,the author pointed out the limitations of the current study and gave suggestions for further study.