Written, interactive, ICT-mediated feedback in the lower-secondary English classroom – an intervention project.

With a constructivist and social constructivist approach to language learning, this project investigates the changes caused by the introduction of an ICT-based method supportive of systematic, interactive written corrective feedback in the English classroom in Denmark.

In an intervention study in three 8th-grade classes, the practices of three teachers as well as student attitudes to and handling of teacher feedback is investigated. Outcome of the project is new knowledge on teacher feedback.