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Title
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The impact of teacher communication on students interpretation of feedback within a Secondary English Classroom
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Creator
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Isaac Means
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/12/2026
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Abstract
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This Action Research Project examined how teacher communication can influence students' understanding of feedback and their abilities as students in a secondary English classroom. This study is grounded in Paula Freire’s theory of dialogic communication. This study explored the roles of communication that is clear, supportive, and intentional from a teacher to their students. These all impact students' perceptions on how they see themselves as learners. This study and research was done in a ninth grade English classroom at a public high school in Eugene, Oregon. This study utilized qualitative action research.
Data was collected through multiple sources including exit tickets, five-minute essay journals, classroom observations, and reflective teaching practices. Patterns were able to be seen through open coding and analysis of themes. The two patterns were: (1) the importance of clear and specific feedback, and (2) positive students' responses to clear and supportive communication. Students showed an increase in engagement, participation, and confidence when they were communicated with clear feedback with the opportunity to have clarification. unclear communication resulted in confusion and a misunderstanding of teacher feedback
All of these findings show that the way educators communicate is now just about stating information but is is instructional practice that directly influences students' belonging, voice, and their understanding of themselves within the classroom. This study will highlight the need for intentional feedback practices, dialogue, and positive communication within a supportive classroom environment. Educators should have increased opportunities for students dialogue, feedback clarification, and communication that builds students interpretation of feedback in the classroom.
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Keywords
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Dialogic Communication
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Teacher Feedback
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Classroom Communication
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Committee Member
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Amy Bowden
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Sarah Baird-Reed
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
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data
