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dc.contributor.authorВерховцова, Ольга Михайлівна-
dc.contributor.authorІщенко, Ольга Володимирівна-
dc.descriptionFeedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with the special focus on peer feedback.uk_UA
dc.description.abstractThe choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process.uk_UA
dc.publisherJournal of English Teaching (Indonesia)uk_UA
dc.relation.ispartofseriesVol 5 No 2 (2019):;-
dc.subjectmethod of teachinguk_UA
dc.subjecttargeted cooperationuk_UA
dc.subjectpeers assessmentuk_UA
dc.titlePeer Feedback versus Traditional Teachinguk_UA
dc.specialityМетодика викладанняuk_UA
Appears in Collections:Наукові статті кафедри іноземних мов

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