Keyword: «feedback»

The relevance of the problem under consideration is determined by necessity of the complex approach to the issue of giving feedback in a student-centered classroom and also in the context of learner autonomy formation in the educational process. Thus, teaching writing goes hand in hand with providing comments from a teacher, peers, computer programmes which taken into consideration foster improvement on pieces of writing. Therefore, the issue of the creation of the conditions for effective feedback encouraging learners to take action and correct their works is of particular importance. The research aims at developing a model for forming an understanding of the essence of teacher comments and their correct interpretation by the students. The study was carried out taking into account the tenets of self-determination theory linking motivation and a desire for action with people's basic psychological needs – relatedness, autonomy, competence – being met. Also the work draws on the basis of the sociocultural theory implying that knowledge is constructed in an interaction with other people – teachers and peers. The experiment using a new format of work «Writing Hall of Fame» is supported by the concept of tacit knowledge. This knowledge is difficult to express but it can be acquired through discussions of exemplars, analogies, various stories. The analysis of the academic literature made it possible for the author to identify the key components of the model geared to the building of awareness of teacher’s comments and understanding of their essence: appreciating feedback, creating trusting teacher-student relationships, principles and strategies of effective feedback, peer assessment, creating collection of the best student works «Writing Hall of Fame». The description of each component is accompanied by methodological recommendations. The theoretical significance of the work lies in the creation of the model forming in learners the understanding of feedback and its value that is likely to lead to action and better learning. The practical significance of the article stems from the possibility of the model use in other learning contexts – at master's and postgraduate levels, specialized universities by tailoring its components to the learners' needs and educational programmes.

The relevance of the study is due to the contradiction between the objective need of secondary school teachers to realize the potential of feedback as a means of developing universal learning actions of schoolchildren – on the one hand, and the practical difficulties that teachers face in the process of realizing feedback opportunities in the development of universal learning actions of schoolchildren due to lack of the corresponding didactic model development – on the other. The aim of the study: to develop and theoretically substantiate a didactic feedback model that contributes to the effective development of universal learning actions among secondary school students. The study is based on the methodology of system activity-oriented, student-centered and problem-oriented approaches. Main results of the study: a constructive feedback model has been developed that is focused on the development of universal learning actions of students thanks to: a) purposeful selection of the content of educational material in the form of tasks, assignments, exercises aimed at the primary development of a specific group of universal learning actions (personal, cognitive, regulatory, communicative ); b) systematic and interconnected implementation of feedback in the classroom and during independent homework using a set of traditional and innovative (digital) techniques aimed at obtaining information about learning goals, correctness of learning actions to achieve them and the results obtained. Requirements for feedback that make learning “visible” have been identified. they are systematized into three groups: requirements for the teacher; requirements for the student; requirements for the educational environment. The theoretical significance of the study is in complementing modern school didactics thanks to the proposed feedback model that promotes the development of universal learning actions. The practical significance of the work lies in the fact that the identified and systematized requirements, techniques and methods of implementing developmental feedback can be used by teachers of primary and secondary schools for the purpose of controlled development of students’ universal learning actions.

The article deals with the problem of «disembodied» learning in a digital environment, associated with the limitation of physical interaction between students and teachers. The risk of limiting the teacher's ability to involve students in educational activities and respond competently to their emotional demands increases in distance learning process. At the same time, the expectations of parents from teachers using digital technologies are growing, so it is necessary to compensate for the loss of the physical component of the educational process. It is believed that feedback is a potential tool for compensating for problems of «disembodied» learning. The author suggest that using analytics of student learning behavior on a platform for personalized feedback, designing a system of supportive comments, increasing the variety of tools for expressing emotions, as well as teaching students the skills of productive and psychologically safe interaction with feedback, can help establish personal contact between teachers and students in a virtual environment. One of the direction for future research on the issue of compensation for «disembodied» learning is the development of specific recommendations to overcome this problem.

The article discusses the features of online and offline teaching of English, their advantages and disadvantages. The problem of completely replacing the offline format with online and the issues of a reasonable balance between traditional educational methods and modern digital technologies are analyzed. Specific examples of the successful interaction of these forms of education are given. Particular attention is paid to the lack of empathy in the feedback of online learning and the results of research and statistics on the transition to distance learning are discussed. A promising hybrid model of education is considered, combining the best features of both approaches. In conclusion, the importance of reasonable integration of digital technologies into educational processes to improve the quality of education is discussed.