Students’ feedback in the foreign language teaching: a systems theory perspective

Abstract

The present paper explores the systems-theoretic underpinnings of academic monitoring activities in the area of the foreign language teaching. The feedback from students is shown to be the central component of these activities. Drawing on the recent literature on the Luhmannian social systems theory, the paper raises the issue of the sustainability of the educational systems concerned with the foreign language teaching. The argument is buttressed with a case study from the Tavria State Agrotechnological University in Melitopol, Ukraine.