it prevents feedback from becoming predictable and boring, but also because it promotes feedback from the status of simply ‘rounding off a task’, to in fact becoming the most important moment of the lesson because it is the opportunity to address students’ needs.  So, for me now, planning the feedback stage is not only about thinking how best to make it fun and student-centred, but how to maximize this valuable opportunity for finding out what the students’ needs are and responding to them, and choosing the most appropriate feedback technique accordingly.

This meant that in class, we could just focus on the problem areas, and I already had a clear picture of how they had arrived at their answers, and I could help them to see the right answer more succinctly and clearly, by virtue of being able to plan that feedback in advance.


  • Students throw a ball to nominate who should answer a question. See this video of my students in Dubai for an example.
  • Teacher gives each student the answer for one of the questions. Students check their answers with each other by speaking to everyone in the class. See this video of my students in Dubai for an example.
  • feedback has been Edmodo,Instead they posted their answers on Edmodo, and left comments for each other comparing their answers, and discussing how they reached their answer if their answers were different

Top tips!


Useful links:

  • A list of different feedback techniques on Neil McMahon’s blog.




Author: Katy Simpson

ELT teacher in Thailand

6 thoughts

  1. Hi Katy,
    Thanks for sharing this. I think it’s an interesting point about feedback being the most important moment in a lesson. [I was writing my thoughts and realised I was equating feedback with error correction which isn’t necessarily the same. But I’ll include them anyway.]
    I remembered reading about some studies that suggest error correction doesn’t actually do much for helping students (classes with/without error correction seamed to progress at the same rate) I wondered if it is perhaps because the error correction is poor?
    Any thoughts?

  2. Thanks for stopping by and sharing your thoughts Chris. It’s interesting because I was actually catching up with some blog reading today, and thinking about what Cecilia Lemos was saying about recasting

    and I think that part of the reason why using Edmodo for feedback was so successful with my CAE group was because it gave them time to reflect on what they hadn’t understood, so when they eventually got the correction, I think it had a much bigger impact. I guess that when we’re planning our feedback stage, we need to think about the aim of the feedback, and if there’s error correction involved, what’s the best way to do this to help students better understand and remember corrections? Any suggestions gratefully received! Thanks again for your contribution Chris 🙂

  3. Hi Katy,
    Many thanks for featuring my seminar on your blog, I’m really glad you found it so helpful and it’s great to hear the things you say here about feedback resonating so succinctly with my own beliefs. Personally I believe feedback is the crucial part of the lesson and it’s borne out by the research quoted in the seminar.

    But, as Chris recognises, when we talk about feedback we mean so much more than error correction. As you say and have experienced with your CAE students, the process of reflecting on what they’ve done, comparing findings, discussing answers, having correct answers verified and sharing information are all vital and motivating aspects of feedback that we need to give space to in the lesson.

    Please keep continuing to give me feedback, I really appreciate it! Are you coming along on Wednesday?

    1. Thanks for your feedback on the feedback Neil! Also, thanks so much for the link. I am now – I’ve just signed up! ‘See’ you on Wednesday 🙂

  4. In my opinion, giving feedback is a great thing which help teachers and trainers to evaluate and to develop their professionality. However this is the only thing which helps me in planning my lessons and in choosing the appropriate activities. moreover the feedback must be constructive, but never short and in general. Thank you very much.

    1. Hi Nasiba,
      Thanks for sharing your thoughts on feedback. I totally agree about it helping us to develop. I guess it’s sometimes easy to forget what a two-way process feedback is – we give it to our students, but we get it from them too.
      Thanks for stopping by!

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