W. Aaron Zimkowski, Ed.D.
Providing feedback in an English Language Learner (ELL) classroom is both an art and a science. When done correctly, it accelerates language acquisition, builds confidence, and improves academic performance. However, many teachers struggle to find the right balance—how much correction is too much? How can we help ELLs without making them feel discouraged?
This guide explores research-backed feedback strategies to help ELLs improve their English proficiency without losing motivation.
Why Feedback Matters in the ELL Classroom
Feedback plays a crucial role in helping students recognize and correct their mistakes in speaking and writing. Yet, not all feedback is equally effective. The debate on corrective feedback stems from different language acquisition theories:
- Krashen’s Input Hypothesis suggests that language is acquired naturally through exposure rather than direct correction (Krashen, 2004).
- Communicative Language Teaching (CLT) emphasizes structured feedback to improve academic English and real-world communication skills (Brandl, 2021).
The key? Personalized and strategic feedback that supports, rather than overwhelms, learners.
Best Practices for Written Feedback
ELLs often struggle with grammar, sentence structure, and coherence in writing. Research shows that:
? Focusing too much on grammar can actually reduce students’ confidence and writing fluency (Ferris et al., 2013).
? A balanced approach that corrects key errors while also guiding students on clarity and cohesion leads to better writing development (Early & Saidy, 2014).
How to Provide Written Feedback That Works
- Prioritize major errors that impact meaning rather than overwhelming students with excessive corrections.
- Use targeted comments that explain WHY a correction is needed, instead of just marking mistakes.
- Encourage self-correction by asking guiding questions rather than simply providing the correct answer.
- Highlight strengths so students see their progress, not just their errors.
Best Practices for Oral Feedback
Speaking skills are often the most visible sign of English fluency. Many ELLs want to sound “native-like”, but constant correction can make them afraid to speak (Wright, 2016).
Instead of stopping students mid-sentence, try these effective oral feedback techniques:
? Recasting – Repeat what the student said correctly in a natural way. For example, if a student says, “He go to school,” you can respond, “Oh, he goes to school? That’s great!”
? Clarification requests – Ask questions like, “Can you say that another way?” to encourage self-correction.
? Explicit correction (when needed) – If the mistake blocks understanding, give direct feedback, but keep it positive and encouraging.
How to Give Feedback Without Discouraging ELLs
? 1. Know Your Students – Some students appreciate direct correction, while others may shut down. Tailor feedback to their learning style (Sousa, 2011).
? 2. Make Feedback a Learning Opportunity – Instead of just marking mistakes, explain WHY the correction matters and encourage students to reflect.
? 3. Balance Criticism with Praise – Celebrate progress! Highlight what students did well before addressing errors (Ferlazzo & Sypnieski, 2018).
? 4. Match Feedback to the Skill Being Developed – Grammar correction is more useful for writing, while fluency-building feedback is better for speaking.
Final Thoughts
Providing effective feedback for ELLs isn’t just about correcting mistakes—it’s about guiding students toward confidence, fluency, and long-term success. By using strategic, encouraging, and research-backed feedback techniques, educators can help ELLs thrive in both language and content learning.
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