FORWARD TO FEEDBACK, OR DIRECTING FEEDBACK IN FOREIGN LANGUAGE PROFESSIONAL EDUCATION

In the optics of the new education philosophy, the author proposes to consider feedback as a basic process of pedagogical interaction and moves to affirm the dualism of its focus: on the teacher and the student. The article aims to explore the conditions for ensuring effective written corrective feedback (WCF) between a teacher and a student in professional foreign language education. The method for studying the effectiveness of WCF in the locus of creating argumentative essays based on video lectures hosted by TED.com was the analysis of written assignments of the MA of the Department of Economics, the RGGU, involved in the academic work on the basis of a feedback loop, and the results of their survey. Diagnosis of WCF types in the corridor of cross-professional competencies development reveals the preference for a combination of indirect feedback and metalinguistic commenting for MA with B2-C2 language proficiency. The article presents the structural elements of peer review as the key feedback format in the teacher’s control of written work, the criteria for mutual evaluation of students’ written tasks in peer editing, and provides recommendations for producing WCF in the perspective of academic discourse socialization. The author concludes that WCF is part and parcel of the methodological strategy in the professional foreign language education process, which develops highly cognitive complex skills along with Self Skills and Soft Skills. The article alludes to the Russian films “Feedback”, 2017 and 2020, as a parallel line of artistic thought.