Indi♥

** [|Brainstorming] : **
feedback, motivation, anxiety, teacher, students, time, evaluating, comparing, process, individual, approval and desapproval comments, joking, performance, task, assignment...

[|Sentence outline] :
[|Thesis statement] : Because of negative feedback in the L2 classroom, teachers should apply different strategies to face students’ target language problems, such as:Timing, Evaluating the process, and Giving positive comments. **//__Review when to capitalize words.__//**

I. Introduction paragraph II. Timing Feedback a. Effective Feedback b.Delay effects c. Giving Punctual Feedbacks

III. Judging the product and the process a. Focusing on product and process b. Human Feelings c. Proper words

IV.Giving Positive Feedback a. Hurting Feelings b. Security

V. Conclusion The Power of Feedbacks in a Second Language Classroom by Indira Mendoza

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 “Feedback is the breakfast of champions.” (Blanchard Ken, n.d.) In general words, feedback is the process by which people receive an opinion based on specific parameters about their performance and acts in consideration of improving themselves. This interesting procedure takes place every day in the classroom, especially in the English lessons where teachers make use of positive and negative feedback. This one is not just provided orally or written; it also has to do with teacher's gestures, body movements, or attitude. A positive feedback activates the students’ motivation to learn English as a second language and increases the student’s self-esteem; on the other hand, negative feedback brings anxiety, insecurity, and frustration when learning a foreign tongue. Because of the negative feedbacks in the second language (L2) classroom, teachers should apply different strategies to face students’ target language progress, such as: timing feedback, jundging the product and process, and giving positive feedback. =====

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**//__Either use the word "timing" in your topic sentence, or modify your outline to align to the idea that you have here.__//** Giving immediate oral responses to learners’ misunderstandings and doubts provides teachers and pupils a good model of punctual feedback. In accordance with Brookheart, S. (2011), effective feedback is timely since delay minifies its importance, value, and impact in the teaching-learning process. Feedback makes sense when pupils are deep into the topic or language performance in question because it is in this moment when students will want to know anxiously if they accomplished successfully the task or exam. When the educator ignores errors and misconceptions, students feel disregarded and rejected. Also, it is a waste of time going over a test, topic or assignment when the unit is over and the task or doubt is not a vital theme and it does not show improvement in learning. **//__You need a linking sentence here. Try to follow the MEAL plan.__//** =====

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**//__Begin your topic sentence with the main idea you have in your outline above, followed by any verb that is not "to be".__//** Another tactic to avoid negative feedback __refers to judge__ just the product and the process, never criticize the person. Chaux, E. (2008), a prestigious Colombian educator suggests that to clarify and correct any piece of the learner’s performance, the mentor would better use phrases which are able to encourage puplis to improve without hurting their feelings. __It is frequently said by people__ **//__Who says this? Do you have a citation?__//** that learning a second language is frightening, useless, or shameful since they produce different sounds, speak in front of an audience or because of other cultural reasons. Therefore, __teachers aware__ about people's identity, emotions, and thoughts usually do not employ __adjectives against the individuals__ **//__What do you mean?__//**or their beliefs because the student will surely feel attacked or have the impression that the teacher does not like them. The immediate and noticeable responses on L2 students to that blameworthy attitude are: frustration, rejection, security, and even low self-esteem. =====

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The last strategy to reduce language problems is related to providing giving positive feedback. Tabatabaei, O. (2011), suggests that if feedback begins with gratifying opinions, the learners will be open to hear about what they are able to improve and they will not reject the rest of the feedback. A consequence of starting with positive comments is that the teacher creates a comfortable environment which allows for free willing expression of the learner’s problem, while at the same time, the student will not have the impression of having complete failure. Additionally, providing positive feedback provides pupils a feeling that the teacher cares and notices the good points, not just the bad ones, as well as a complete supervision and attention of all their entire development. =====

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To sum up, as soon as English teachers apply proper methods to provide feedback, the students will be encouraged to acquire a foreign tongue, and make mistakes without feeling ashamed or afraid, gaining the perspective that __mistaking__ is natural and a new opportunity to increase their knowledge. In addition, feedback lets students go __to next step__ of learning with confidence, reinforcement, and security about their performance and themselves. Feedback is a crucial and powerful process for every second language student, in which teachers are obligated to apply the best strategies to help their pupils achieve the best in their language learning process. =====

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Brookhart, S. M. (2011). How to Give Effective Feedback to Your Students. //The Modern Language Journal, 95 //, pp.42-63. =====

Feedback

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