In my previous post, I mentioned that I noticed a difference in the quality of revisions between classes where essays were returned before collective feedback and those where collective feedback was given before returning individual essays.

Of course, there are many variables like the student groups, and it might just be a matter of personal differences or chance. However, reflecting on this has allowed me to glimpse what seems like a general principle.

The ideal sequence is "FB on Grammar & Vocabulary → Return Essays → FB on Content"

To put it simply, I believe the ideal feedback sequence is as follows:

1. Provide the whole class with collective feedback on common errors related to grammar and vocabulary.

2. Return individual essays.

3. Offer advice on content and structure, and provoke thought.

Let's consider each step.

1. Provide Collective Feedback on Common Grammar and Vocabulary Errors

When returning essays, I think it's common to compile and provide feedback on frequent grammar and vocabulary errors to the entire class. It seems more appropriate to do this before returning individual corrections.

There are two reasons for this. One is to integrate the discussion of common errors as purely linguistic knowledge, regardless of whether one has made these mistakes. If this type of explanation is given after returning the essays, students might psychologically downplay the importance of this learning point, thinking, "I didn't make this mistake this time."

Another reason is to ensure students focus on the explanation of collective feedback. If they have their returned essays at hand, their attention might be diverted, making it hard to concentrate on the explanation of common errors. Just try considering how many students can focus on the teacher's explanation (especially about errors they might not have made) without being distracted by their essays, which include various error corrections and comments on content from the teacher. 

From these points, I believe it is appropriate to explain grammar and vocabulary feedback before returning the corrected essays. Of course, it shouldn't be just a one-sided explanation from the teacher, but also involve activities like presenting sentences with errors and asking students to identify and correct them, either individually or in groups.

2. Return Individual Essays

At this point, return the corrected essays to each student. After the earlier collective feedback, they might realize they made the same grammar or vocabulary mistakes and quickly come up with revisions.

3. Advice on Content and Structure

Unlike linguistic feedback, feedback on content and structure is more effective when it is given after returning the essays. Having their own essays at hand to relate to the feedback allows students to personalize the feedback and think more deeply.

I plan to discuss this point further, including specific examples, in my next post.

（This is an English version of my previous post, 添削したエッセイをどのタイミングで返却すべきか②.)