2026/07/28 by Akponi TARNO
#FOS: Languages and literature
paper · doi:10.48734/akofena.n018.vol.1.16.2025
Abstract: This study examines the practice of feedback activity in the teaching of English as a foreign language in the Togolese educational system. As a matter of fact, it intends to raise teachers’ consciousness on the value of the different types of feedbacks in language teaching and to explore pathways that make feedbacks be successful whether orally or in writing. The research posits that the knowledge of what is not appropriate in language teaching and how to remedy it, reinforces learners’ behaviour, increases their belief and leads to their language emergence. Through the sociocultural and the socio-educational approaches, the study analysed the student questionnaire and classroom observation data collected from two senior secondary schools in Lomé. It found firstly that feedback in the teaching of English in Togo is mainly unidirectional that is from teacher to students. remedial can be done by modifying the learning objectives, format of the course, structure of the course and adjusting their teaching. Keywords: learning context, remedial, critical evaluation, implicit feedback, bidirectional feedback