ABSTRACT

The providing effective feedback and expansive feedforward involves a complex process that requires teachers to provide meaningful advice to students’ work to take their learning forward. Feedback, as described by G. A. Brown, J. Bull, and M. Pendlebury, is best-tested principle and practice in classroom. Feedback has been introduced and used intensively in English as a Foreign Language (EFL) and English as a Second Language classrooms as a method of encouraging students to collaborate with others, contribute to learner autonomy, and develop a sense of ownership. Program leaders, course coordinators, and student level representatives met and discussed the suggestions and feedback from the students. Studies have shown that feedback and effective assessments have made an impact on students’ learning and on development of educational programmes. In the case of language learning in an EFL context, students need systematic and timely feedback as it creates and develops an effective learning environment where they can claim ownership of their growth and learning.