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We need guidelines for feedback, a good classroom atmosphere, feedback on oral production, feedback on written production and to focus on the module we use.

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* General "Dos and Don'ts" for formative learner feedback.
* And, some specific techniques for giving feedback on work that students have produced when the primary focus is on oral skills, and on writing skills.

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Summative evaluation includes those kinds of evaluation that summarize a students overall performance. For example, the final grade for a course.

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One important distinction to make when giving learner feedback is that of formative vs. summative evaluation. Formative evaluation is a way of giving students feedback along the way.  It is the answer to the questions, "How am I doing so far?" and "How can I improve?"

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- Keep explanations brief and clear.
- Be proactive rather than reactive.
- Use reward systems.
- Postpone individual discipline.
- Discover reason for misbehavior.
- Enact School-wide behavior models.

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- Clear expectations, routines.
- Shift in and out of group work.
- Set up classroom logistics routines.
- Keep learners on task.

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- Students have a range of abilities.
- Individualize interactions.
- Update curriculum regularly.

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Teachers may not be able to answer these as research questions, but they can examine pedagogical techniques and classroom management practices that make the best of large classroom situations.

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Many people in education are asking themselves:

* How do large classes affect an instructors ability to teach, and a students ability to learn?
* And, how do large classes affect the quality of education?

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In recent years, the demand for English has increased. Schools around the world have responded by adding more English classes into the curriculum. Class sizes can be quite large and, in some cases, are growing even larger. Classes of 50-75 students are not uncommon.