Stories from the Feedback Frontier
Reflective Tales Unpacking the Elusive Link between Articulated Response and Deep Engagement
DOI:
https://doi.org/10.59207/tap-tu.v3i.287Abstract
I began my appointment as a senior lecturer in Teaching English as a Second Language (TESL) at a Malaysian public university, buoyed by a decade of primary school teaching experience. In my former classroom, pupils’ readiness to raise hands, volunteer answers, or laugh during language games functioned as a dependable barometer of engagement. Consequently, when my undergraduates appeared silent, and heads bowed over iPads while I lectured, I defaulted to the assumption that they were passive. My remedies were familiar, such as rapid-fire questions, pop quizzes, and collaborative presentations designed to require them to speak.
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Copyright (c) 2026 Wei Lun Wong
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