This Master thesis studies feedback and its role within the undergraduate French language studies. In the theoretical part of the thesis, we first examined the role of the teacher and the interpersonal relationship in the learning process. The interpersonal relationship between teacher and student was carefully studied in the first chapter. This was followed by an analysis of the principles and characteristics of communication in teaching, focusing primarily on the study of teacher-student communication relationships. In the third chapter of the theoretical part, we went over the key topic of our master's thesis – feedback, as a method of communication between teacher and student. Firstly, we defined feedback on the basis of professional literature, then we examined the ways of receiving, communicating and searching for it in detail. This was followed by a detailed analysis of the feedback functions in the learning process, which were roughly divided into two main groups: cognitive functions and affective function. In this section, we analysed the notion of quality feedback and its characteristics. In the empirical part, we used the semi-structured interview to determine the attitudes of higher education teachers and undergraduate French students to the feedback and their expectations regarding the provision of such feedback. We were interested in what is the purpose of providing feedback in the opinion of the aforementioned teachers and students, what information do they think they should contain, how and how often should feedback be offered or received. Finally, we were also interested in the cases where the teacher's feedback motivates the students and when it doesn’t motivate them to work, what do they think are the possible consequences of considering it, or not, and how feedback helps them plan for further learning and teaching.
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