From traditional to alternative feedback: What do L2 elementary students think?

This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews with students and teachers, lesson observations as well as documentary analysis of teaching material. Results indicate that the students considered feedback delivery in the three stages as beneficial to their interest, confidence, motivation and self‐perceived performance in writing. The article highlights the need to offer feedback in all three feedback phases to maximize its effectiveness and to offer a more positive learning experience to students. [ABSTRACT FROM AUTHOR]