| dc.description.abstract | Much research has been done on the ways teachers give feedgeneral – an umbrella term coined by ourselves that refers to all dimensions and levels– but little is known about how students in the bilingual stream perceive and therefore comprehend feedgeneral and even less about how their learning background influences this. The central question of this research is: what dimensions of written feedgeneral (feed back; feed up, feed forward) and which levels (task level; process level; self-regulation level; self level) do bilingual students find most useful, i.e. the feeling that it helps them, taking into account their learning background (motivation, stress level, and prior experience with feedback)? Research methods employed are questionnaires, interviews, observations, and recordings of students’ evaluations of feedgeneral they received on an assignment. This article presents the results: bilingual students perceive feed forward as most useful. A discussion of the research and suggestions for further research are included. | |
