ENGLISH LANGUAGE TEACHERS’ UNDERSTANDING AND PRACTICES OF PROVIDING CONSTRUCTIVE FEEDBACK TO STUDENTS: INSIGHTS FROM A COMPREHENSIVE SCHOOL IN WEST KAZAKHSTAN

Abstract

The current study investigated English language teachers’ understanding and practices of providing constructive feedback to students in one comprehensive school in West Kazakhstan. It aims to understand how teachers see the benefits of giving constructive feedback to students for their teaching practice and students’ learning process. Furthermore, it sought to understand how they use this strategy in classroom assessment and the challenges teachers meet while giving constructive feedback to students....