Teacher's and students' experiences and appreciation of feedback in the L1-oral language classroom

Formative assessment, with feedback as its core, is a promising approach for L1-oral language lessons. However, feedback integration remains limited in mainstream L1-oral language teaching. Before implementing effective L1-oral language practices, we must understand how stakeholders value feedback in these practices. Interventions that are not seen as valuable might not be adopted and consequently will not lead to any effects. This small-scale study explored how teachers and students experience the integration of feedback in L1-oral language lessons. The research context was a lesson series, co-designed by five L1-teachers and implemented in nine classes. We conducted semi-structured teacher interviews and student focus groups to examine experiences with various feedback types and perceived relevant factors for providing feedback. The findings show strong appreciation by both groups of teacher feedback, small-group peer feedback, and video-based analysis and discussions. Findings suggest investing in self-assessment and feedback training across subjects to enhance students' L1-oral language skills and overall school success.