CONSTRUCTIVE FEEDBACK FOR AN EFFECTIVE COMMUNICATIVE CLASS

Abstract

A number of researchers have looked into the learning gadgets used in the techniques of peer feedback. These studies looked at how students give and receive peer feedback on their academic writing. However, direct (quasi-) empirical research on the willingness of students to give or receive constructive feedback is lacking. The study has two focal aspirations. The first objective is to investigate the readiness of students to give feedback to their colleagues. In addition, this study examines the inclination of students to receive feedback from their colleagues. The purpose of this study is to underscore the need for constructive feedback amongst students in an effective communicative class. The analysis contextualises constructive feedback; investigates the willingness of students to give/receive constructive feedback. This study states that students at Istanbul Aydin University think highly of peer feedback. They consider the incentives of the product feedback process useful in academia and education. The discussion and interrogation on constructive feedback (among peers) for an effective communicative class suggest that students’ inclination to give and receive feedback (constructive) will increase the validity of such feedback and facilitate learning and performance in education in the context of Istanbul Aydin University.