“erasmus+ халқаро кредит мобиллик: таълим ва илмий

 
 
 
 
 
GIVING A FEEDBACK ON STUDENTS’ MISTAKES 
 
Toshmukhammedova Gulnoza Zayniddin kizi 
Samarkand State Institute of Foreign Languages 
Aston University, Key action mobility 1
January 16, 2017 – May 16, 2017 
Teaching Practice 2, Language and Globalization, Research Methods, Material and 
Course Design. 
Phone: [phone], e-mail: [e-mail] 
 
Key words: mistakes, visual feedbacks, working individual, positive feedback, 
using praise, educational corrections. 
Annotation. The article considers different opinions about giving a feedback on 
students’ mistakes during classes.
Over the last decades, many people have been paying attention to study, because 
education is the most necessary and essential thing in our life. As we know that coin has 
two points. While studying students may have some mistakes. Feedbacks are given to 
students in order to correct their mistakes by teachers. When we talk about feedback, we 

---

55 
do not only mean saying things like ‘great job’. In this article, we are talking about how 
to correct students’ errors so that they can learn in the future, without destroying their 
confidence. There are different types of feedbacks. First, it is better to give a visual 
feedback on students’ mistakes. The reason is that students can easily understand their 
mistakes by seeing and it is easy to remain. On the ground that we are inherently, visual 
learners and images always have power in learning. If your student is struggling with 
understanding his/her mistakes, it is a perfect opportunity to correct their mistakes by 
images or quick sketches that relate to what you are discussing. Besides that, there is a 
working individual feedback, which is the result by communicating between teacher and 
student. In other words, teacher can explain the mistakes of the student one by one. 
Teacher may have 20 students and he\she should spend time for each of them to give a 
feedback. For example, when I participated in this project, I had a course called 
“Teaching practice 2” and all students had an opportunity to check their abities in the 
sphere of teaching a foreign language. After each teaching section, our teacher gave her 
feedback to each of students in a special time with a small group of us. In individual 
working, teachers are allowed to create their own feedbacks, as they want. It is a kind of 
work that can improve the students’ mind and help them to realize their mistakes. It is 
also recommended to use stress teamwork, when giving feedbacks. While doing this task, 
do not forget to let your students you are working on this together with them. Sometimes 
all it takes is for someone to realize they are not alone in order to find a renewed interest 
in taking up the next step of the challenge. In other words of Hellen Keller, “Alone we 
can do so little, but together we can do so much”. It is more common than we think.
There is another essential feedback called positive. It is the one of the vital 
feedbacks in educational system. Ample research shows that giving positive feedback 
increases students’ sense that they are learning and growing at their study and leads to 
increased confidence and competence. Let us turn to the next type of feedback that is 
known a praise. It can be done during the lessons and help the teachers to have a contact 
with students. Praise is a majorly useful tool for every teacher, but it is important to use it 
correctly. Teachers praise him\her students. However, instead of simply saying ‘good 
job’, explain why they did a good job. Just because a student gave you the right answer, 
does not mean they know how they got there. Repeating their process back to them will 
help to do it again in the future. I personally think that teachers should use this feedback 
less than other ones. Because it is a bit critical to use it to all students. 
Always make sure your corrections are educational and help the students to realize 
their mistakes. “Never be afraid to correct students’ mistakes, they always need your 
help. There are two ways available to highlight errors during the lesson. 
1. The wrong way-simply saying ‘no, that’s not correct’, or ‘incorrect’ etc .This will only 
leave your student feeling helpless and shamed. 
2. The right way-make the feedback constructive and educative. Every piece of feedback 
you give must have some sort of educational value. When you correct an error, explain 
why it was an error and how to correct it. Explain mistakes in a simple and clear way, 
which the students will be able to understand and relate to. 
Students will be in different situations after getting a feedback. For example, a 
student that receives great feedback during the lesson walks out of the door feeling 
confident and motivated to keep improving” (Paulo Vega. 9 powerful ways…). 
A student that receives poor feedback will feel the opposite, and might even end 
up dreading the next class. Students want to know that they need to feel protected and 
supported in their learning environments. 

---

56 
Asking your students to try and correct their own mistakes before teacher help 
them is a great practice. It causes to involve students in the learning process, and gives 
them some responsibility. 
References 
1. 
www.globaldigitalcitizen.org 
2. 
www.qz.com 
3. 
www.mindtools.com 
4. 
www.tutorean.co.uk