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| The effective feedback strategy in college English teaching based on appraisal theory |
| PAN Yu |
| School of Foreign Language Studies, Wenzhou Medical University, Wenzhou 325035, China |
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| Cite this article: |
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PAN Yu. The effective feedback strategy in college English teaching based on appraisal theory[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2022, 52(3): 253-258.
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Abstract Objective: To provide reference for colleges and universities with language assessment policy and practice through positive discourse analysis. Methods: By adopting appraisal theory as the analysis framework and classroom observation and interview as major methods of data collection, this study attempted to investigate the process of students’ involvement in peer-evaluation and to discuss the characteristics and the role of teacher feedback in classroom activities for students’ oral competence enhancement. Results: Cognitive scaffolding and social-affective support embedded in teacher feedback can work positively on cultivating students’ oral competence in conducting useful peer evaluation, which in turn benefits learners from the assessment process. Gradual withdrawal of linguistic support and adjustment in assessment strategies are necessary for teachers to cater for different learning situations and to realize a new pedagogical paradigm. Conclusion: Discussions are made on effective building of feedback strategy and future study directions in relation to the application of appraisal theory in oral English classrooms.
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