Empowering Second-Language Learners to (Re-)Shape Teacher Feedback through Partnership, Choice and Reflection

Abstract

Situated within the context of a Hong Kong mainstream secondary school, this paper traces the pedagogical growth of an English teacher in her action-research journey of experimenting with and refining her strategies of empowering students to be self-directed language learners. Inspired by 2012 Toastmasters World Champion Ryan Avery's Level 1-2-3 Feedback introduced for speech evaluation, this teacher innovated the Peanut-Butter-Jelly, Classic-Feedback-Sandwich and Hot-Chili approach in providing comments to Grade 10-12 students on their compositions based on their personal choice of feedback type which may be adjusted each time. This practice is guided by theories of empowerment and Students-as-Partners principles (Healey et al., 2014) with a proven impact on learning through shared power, decision-making and mutual goals (Kirl et al., 2016). Data of the two-year study is collected through artifacts of students' work and the teacher's marking, questionnaires, semi-structured student interviews and the teacher's diary. Findings indicate that this feedback choice gives students equitable learning opportunities in accordance with their psychological, emotional and language learning needs. Learners' voices on the significance of the approach in promoting autonomy, motivation to write and engagement with feedback are highlighted. Challenges experienced and new possibilities offered by the approach are also discussed.