OBSERVATION AND GIVING FEEDBACK IN LANGUAGE CLASSROOMS

Authors

  • Xolmatov Mirzabek Oʻktam oʻgʻli Student Chirchik State Pedagogical University 4 th year student in Foreign languages and literature (English) Author
  • Vaisboyeva Barno Vaisboyevna Scientific supervisor, Chirchik State Pedagogical University Author

Keywords:

Observation, feedback, language teaching, professional development, classroom interaction, reflective practice

Abstract

Classroom observation and constructive feedback are essential tools for improving teaching effectiveness and enhancing student learning. This paper investigates the methods, significance, and outcomes of observation and feedback practices in language classrooms. By employing both qualitative and quantitative approaches, the study analyzes how systematic observation and timely feedback contribute to the professional development of teachers and the overall classroom environment. Findings reveal that when conducted properly, observation and feedback foster reflective teaching practices and positively influence both student motivation and achievement.

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References

Richards, J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge University Press.

Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. ASCD.

Wajnryb, R. (1992). Classroom Observation Tasks: A Resource Book for Language Teachers and Trainers. Cambridge University Press.

Hattie, J., & Timperley, H. (2007). “The Power of Feedback.” Review of Educational Research, 77(1), 81–112.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and Instructional Leadership: A Developmental Approach. Pearson.

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Published

2025-05-01

Issue

Vol. 4 No. 40 (2025): FORMATION OF PSYCHOLOGY AND PEDAGOGY AS INTERDISCIPLINARY SCIENCES

Section

Articles