Nihad Ćehić
Feedback is a critical component of the learning process, playing a pivotal role in improving individuals’ performance, understanding, and skills. While written feedback has traditionally been the norm, the benefits of verbal feedback are increasingly being recognized and studied in various educational and professional contexts. This article delves into the advantages of verbal feedback, supported by evidence from educational research and psychology.
Enhancing Clarity and Nuance
Verbal feedback offers a level of clarity and nuance that written feedback often struggles to achieve. The tone, intonation, and emphasis in verbal communication can convey emotions and intentions that might be difficult to capture in writing. This can help learners better understand the context and implications of the feedback provided. Moreover, the real-time nature of verbal feedback allows for immediate clarifications and elaborations, reducing the potential for misinterpretation.
Fostering Personal Connections
Human interaction lies at the core of verbal feedback. The interpersonal aspect of speaking and listening promotes a sense of connection between the giver and receiver of feedback. This connection can lead to increased engagement, motivation, and trust, ultimately enhancing the learning experience. Verbal feedback is more likely to be perceived as individualized and tailored, creating a positive impact on learners’ self-esteem and confidence. A recent study by Paulmann and Weinstein (2022) found a relationship between teachers’ tone of voice and student engagement and well-being, with autonomy-supportive sounding voices increasing student autonomy.
Prompting Immediate Action
Verbal feedback’s immediacy is a notable advantage. It can prompt learners to take immediate action to address the identified issues or build upon their strengths. The real-time nature of verbal feedback ensures that learners are provided with guidance and suggestions precisely when they need them, preventing the delay that might occur with written feedback. Using asynchronous verbal feedback tools can mimic this impact to some extent, by prompting immediate questions from students, making the feedback process recursive.
Encouraging Active Participation
Engagement in the feedback process is crucial for its effectiveness. Verbal feedback encourages active participation and dynamic discussions. Learners can seek clarification, ask questions, and engage in a dialogue with the feedback provider. This interaction nurtures a deeper understanding of the subject matter and helps learners internalize the feedback more effectively.
Supporting Complex Skill Development
For tasks that involve intricate skills or techniques, verbal feedback offers a distinct advantage. The ability to explain complex concepts, demonstrate techniques, and provide instant responses to inquiries is particularly valuable in domains like arts, sports, and hands-on training. Verbal feedback allows for real-time adjustments and refinements, leading to faster skill development.
Further Evidence from Research
Research supports the efficacy of verbal feedback. A study conducted by Hattie and Timperley (2007) in the educational context found that feedback has one of the highest effect sizes in improving learning outcomes. They emphasized the importance of timely and specific feedback. Additionally, Nicol and Macfarlane-Dick (2006) highlighted that dialogic feedback, characterized by interaction and discussion, leads to better learning outcomes compared to one-way feedback.
Conclusion
Verbal feedback offers a range of benefits that contribute to enhanced learning and skill development. Its ability to provide clarity, foster personal connections, prompt immediate action, encourage active participation, and support complex skill development makes it a valuable tool in educational and professional settings. As educators, mentors, and leaders, recognizing the advantages of verbal feedback can lead to more effective communication and more impactful learning experiences.
References:
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
- Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
- Paulmann, S. & Weinstein, N. (2022). Teachers’ motivational prosody: A pre-registered experimental test of children’s reactions to tone of voice used by teachers. British Journal of Educational Psychology. 2023;93:437–452.
