Universiteit Leiden

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PhD project

Adaptive feedback and differentiated support to improve speaking skills in foreign languages

Research has shown that the impact of feedback can be very powerful on second language acquisition. However, how to provide adaptive feedback on speaking skills in foreign languages and how to provide differentiated support in secondary schools in regular secondary schools classes of often 25-30 students? This research aims to support language teachers to develop a feedback approach on speaking skills in foreign languages in the upper forms of secondary education which is adaptive for learners and practical for teachers.

Duration 2014  -  2018
Contact Esther de Vrind
Funding DUDOC-ALFA

Researchers

  • drs. Esther de Vrind - PhD candidate
  • prof.dr. Jan van Driel - supervisor
  • dr.ir. F.J.J.M. Janssen - co-supervisor

Project description

Research has shown that the impact of feedback can be very powerful on second language acquisition. However, providing adaptive feedback on speaking skills in foreign languages is very complex and many language teachers in secondary schools have difficulties with it in classes of often 25-30 students. Less is known about how to tailor feedback on the individual learning needs and how to provide differentiated support (in the form of instruction and tasks, Janssen, 2014) to improve speaking skills.

This research aims to support language teachers to develop a feedback approach on speaking skills in foreign languages in the upper forms of secondary education which is adaptive for learners and practical for teachers.

Research question

How can foreign language secondary education teachers effectively tailor feedback and adapt their support on speaking skills to individual learners in a classroom-setting?

Subquestions:

  1. What are design principles of a feedback and support approach on speaking skills in foreign languages in the upper forms of secondary education which is adaptive for learners and practical for teachers?
  2. What are design principles of a professional trajectory for upper secondary foreign language teachers which aims to increase their adaptive and practical feedback and support repertoire for speaking skills in foreign languages?

 

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