English as a Foreign Language Teachers' Perception of Effective Feedback

Giving effective feedback to students has been identified as a key strategy in learning and teaching, but we know little about how effective feedback is comprehended by teachers. Using a range of data sources, this qualitative interpretive study examined how 10 teachers of English as a foreign language from seven lower secondary schools, teaching grades 7-9, with students aged 12-14 in the Czech Republic, perceived effective feedback to be in relation to student learning and how these feedback practices influenced these perceptions within the classroom. The findings showed that teachers perceived formative nature of feedback to be effective; however, most teachers' feedback practices were found to be archaic in nature. Additionally, the study hypothesizes that this ineffective practice of teachers' feedback was mostly influenced by contextual factors such as institutional, educational, cultural, and social norms. Furthermore, the findings showed some feedback types are overemphasised, while some are underutilized.