Feedback in foreign language teaching: a conceptual model based on student participation

Abstract

From the constructivist perspective held by the Benemérita Universidad Autónoma de Puebla, feedback is an indispensable element of both the learning and teaching processes. The objective of this work is to design a feedback model in a constructivist context of foreign language teaching based on the student experience. This research is oriented under the considerations of the interpretive paradigm, a qualitative approach and a case study methodology. The focus group technique was established as the main information gathering mechanism. The results allow us to point out that feedback is perceived as a phenomenon mediated by three aspects: the role of the student, the role of the teacher and the feedback process. Categories such as professional idiosyncrasy, the design
of the process and the attitudinal posture of the students are discussed in the analysis and considered in the construction of a conceptual model.