Özet:

Regarding the primary curriculum that considers constructivist approach, teachers become guides in the teaching-learning process. Accordingly, teachers’ oral feedback becomes important. The aim of this research is to investigate the effects of teachers’ oral feedback on primary pupils’ metacognitive awareness, academic achievement and attitudes towards the lesson. The research was carried out in the 2013–2014 academic year. 3rd grade students from a primary school in Gallipoli participated the research. Pretest/posttest design is employed in this research. The study group consists of 58 students in total (29 students for the control group and 29 students for the experimental group). In the experimental group, Nicol’s (2007) effective feedback criteria are used during the teaching–learning process. However, in the control group lessons are taught without considering these criteria. Besides, both in the experimental and control group objectives are taught simultaneously. Findings of this research revealed that teachers’ effective feedback affects pupils’ academic success, attitudes to lessons and metacognitive awareness positively.

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