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Journals / Ana Dili Eğitimi Dergisi / 2026 / Cilt: 14 Sayı: 2

A Feedback Classification for the Speaking Skill Development Process

Konuşma Becerisinin Geliştirilmesi Sürecine Yönelik Bir Geribildirim Sınıflaması

İlknur Killioğlu Alakuş(Hatay Mustafa Kemal Üniversitesi)0000-0002-0042-6445
Mehmet Temizkan(Hatay Mustafa Kemal University)0000-0001-7437-6754
Pages
442–471
Publication Date
2026-04-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This classification was based on the source, the focus, whether it was based on evaluation or description, whether it was corrective, whether it was distict or indistict, whether it was specific or general, the evaluator’s attitude, and whether it was based on praise or criticism.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to classify feedback related to the development of speaking skills, based on the types of feedback used in teaching activities.
📊
Key Findings & Data:In line with the study’s objective, 22 research papers examining different types of feedback in the literature were evaluated in the first stage (Basiron, Knott and Robins; Beach and Friederich, 2006; Chandler, 2003; Ellis, 2009a; Ellis, 2009b; Ferris and Roberts, 2001; Hattie and Timperley, 2007; Hyland, 1990; Hyland and Hyland, 2001; Hyland and Hyland, 2006; Keh, 1990; Kerr, 2017; Lizzio and Wilson, 2008; Lyster and Ranta, 1997; McGarth, Taylor and Pchyl, 2011; Nelson and Schunn, 2009; Rahmi, 2017; Sheen, 2004; Sheen and Ellis, 2011; Sheppard, 1992; Tedick and Gortari, 1998; Tunstall and Gipps, 1996).
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Conclusion & Impact:This classification was based on the source, the focus, whether it was based on evaluation or description, whether it was corrective, whether it was distict or indistict, whether it was specific or general, the evaluator’s attitude, and whether it was based on praise or criticism.
🔬Design:Review & Systematic Survey
📍Scope:2006 Verileri
⚙️Variables:Konuşma becerisi · geribildirim · sınıflama

Abstract

The aim of this study is to classify feedback related to the development of speaking skills, based on the types of feedback used in teaching activities. Methodologically, this study is a review of research. In line with the study’s objective, 22 research papers examining different types of feedback in the literature were evaluated in the first stage (Basiron, Knott and Robins; Beach and Friederich, 2006; Chandler, 2003; Ellis, 2009a; Ellis, 2009b; Ferris and Roberts, 2001; Hattie and Timperley, 2007; Hyland, 1990; Hyland and Hyland, 2001; Hyland and Hyland, 2006; Keh, 1990; Kerr, 2017; Lizzio and Wilson, 2008; Lyster and Ranta, 1997; McGarth, Taylor and Pchyl, 2011; Nelson and Schunn, 2009; Rahmi, 2017; Sheen, 2004; Sheen and Ellis, 2011; Sheppard, 1992; Tedick and Gortari, 1998; Tunstall and Gipps, 1996). Later, similar dimensions were combined and different dimensions were added to obtain a classification. This classification was based on the source, the focus, whether it was based on evaluation or description, whether it was corrective, whether it was distict or indistict, whether it was specific or general, the evaluator’s attitude, and whether it was based on praise or criticism.

Özet

Bu çalışmanın amacı öğretim etkinliklerinde kullanılan geribildirim türlerinden hareketle konuşma becerisinin geliştirilmesine ilişkin bir geribildirim sınıflaması yapmaktır. Çalışma bir derleme araştırmasıdır. Çalışmada ilk olarak alan yazınındaki geribildirim türlerini inceleyen 22 araştırma (Basiron, Knott ve Robins, ty.; Beach ve Friederich, 2006; Chandler, 2003; Ellis, 2009a; Ellis, 2009b; Ferris ve Roberts, 2001; Hattie ve Timperley, 2007; Hyland, 1990; Hyland ve Hyland, 2001; Hyland ve Hyland, 2006; Keh, 1990; Kerr, 2017; Lizzio ve Wilson, 2008; Lyster ve Ranta, 1997; McGarth, Taylor ve Pchyl, 2011; Nelson ve Schunn, 2009; Rahmi, 2017; Sheen, 2004; Sheen ve Ellis, 2011; Sheppard, 1992; Tedick ve Gortari, 1998; Tunstall ve Gipps, 1996) değerlendirilmiştir. Sonra bunların benzer boyutları birleştirilip farklı boyutları eklenerek konuşma becerisine yönelik bir sınıflama elde edilmiştir. Bu sınıflama “kaynağına göre, odak noktasına göre, değerlendirmeye ve betimlemeye dayalı olmasına göre, düzeltici olmasına göre, açık veya muğlak olmasına göre, özgül veya genel olmasına göre, değerlendirenin tutumuna göre, övgüye veya yergiye dayalı olmasına göre” başlıklarından oluşmaktadır.

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Cite This Article

Alakuş, İ. K., Temizkan, M. (2026). A Feedback Classification for the Speaking Skill Development Process. Ana Dili Eğitimi Dergisi, Cilt: 14 Sayı: 2, 442–471. https://doi.org/10.16916/aded.1878736

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