audio feedback in writing: can it help chronically dissatisfied learners?

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Audio Audio f f eedback eedback in in writing writing : : c c an it an it help chronically help chronically dissatisfied dissatisfied learners? learners? Petek Sirin Manchester,2015

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Page 1: Audio feedback in writing: can it help chronically dissatisfied learners?

Audio Audio ffeedbackeedback in in writingwriting: : ccan it help an it help chronically chronically dissatisfied dissatisfied learners?learners?

Petek Sirin Manchester,2015

Page 2: Audio feedback in writing: can it help chronically dissatisfied learners?

MY FIRST ENCOUNTER WITH AUDIO FEEDBACK

Page 3: Audio feedback in writing: can it help chronically dissatisfied learners?

THE DIALOGUE BETWEEN TEACHER AND LEARNER

Michael Moore’s Transactional Distance Theory (1972)‘’a psychological and communications space to be crossed,

a space of potential misunderstanding between the inputs of instructor and those of the learner ‘’ ( Moore,1991:22)

Student and teacher relationship is influenced by three main aspects :

The dialogue between the instructor and learnerThe structure of the programThe autonomyHIGH QUALITY AUDIO FEEDBACK PRODUCTIVE LEARNING ENVIRONMENT

Page 4: Audio feedback in writing: can it help chronically dissatisfied learners?

THE IMPORTANCE OF FEEDBACK

• The aim of feedback is to promote cognitive and analytical mechanisms that enable the student to assess their own progress and apply a critically reflective approach to academic work and professional practice. (Nicol and MacFarlane-Dick, 2006)

• Students need to be able to understand and engage with feedback in order to benefit from its main purpose as a feed-forward process. This can be dependent on a range of factors such as the emotional effect of feedback, a student’s previous educational experience and their knowledge of learning processes.

(Price et al, 2010)

Page 5: Audio feedback in writing: can it help chronically dissatisfied learners?

ISSUES WITH (WRITTEN) FEEDBACK

From Students’ Perspective• Amount of feedback• Perceived relevance• Too brief/too broad• Obscure jargons• Boring• A lot of feedback

produced for summative assignments

From Teachers’ Perspective• Lack of students

engagement with written feedback

• Feedback goes uncollected or unread

• Loss of connection• Students lacking

‘assessment literacy’• Mainly interested in marks.

Page 6: Audio feedback in writing: can it help chronically dissatisfied learners?

OF AUDIO FEEDBACK

• The detailed and conversational style of audio feedback could enable students to reach greater understanding of how their work has been assessed. (Gibss and Simpson,2004)

• Tone, expression,pronunciation and emphasis add to the depth of this means of communication (Rust,2001)

• Students are up to ten time more likely to open audio files online compared to collecting written feedback in person (Lunt&Curran 2009)

• One minute of audio is equal to six minutes of writing feedback (Lunt&Curran, 2009)

• The audio feedback takes the instructor just 3.81 mins per student, while written feedback takes 13.43 mins per assignment (Ice, et.al, 2007)

Page 7: Audio feedback in writing: can it help chronically dissatisfied learners?

QUESTIONS

• Can audio feedback increase student engagement with writing?

• Can audio feedback increase students’ motivation towards writing?

• Can audio feedback help those chronically dissatisfied learners?

Page 8: Audio feedback in writing: can it help chronically dissatisfied learners?

METHODOLOGY

Instruments Two focus group meetings Online questionnaire Participants 14 Ss / repeaters / studying for the Proficiency exam/ mostly at B1 Level

Page 9: Audio feedback in writing: can it help chronically dissatisfied learners?

FOCUS GROUP MEETING 1• What is your weakest skill?• 10 Ss-Writing/ 2 Ss- Writing&Speaking / 2 Ss Listening• Do you like writing?• 11 Ss ‘don’t like it/ hate it’ – 2 Ss ‘yes’ -1 S ‘yes, but not in

English’• What do you think about receiving written feedback?• 5 Ss ‘helpful’ / 9 Ss ‘boring,same comments,not

understandable,error codes do not help me improve my grammar,red colour everywhere’

• Have you ever received audio feedback?• 14Ss ‘No’• Do you want to receive audio feedback for your assignments?• 12 Ss ‘Yes’ 2 Ss ‘Maybe’

Page 10: Audio feedback in writing: can it help chronically dissatisfied learners?

PROCEDURESts received audio feedback (5-9 mins) on 6 different process writing tasks.Each process writing task had two drafts.Sts received feedback on content, organization, grammar and lexis.Reference to the assessment criteria, finishing with an open question, delivering feedback before announcing the grades

Page 11: Audio feedback in writing: can it help chronically dissatisfied learners?

QUESTIONNAIRE RESULTS

Page 12: Audio feedback in writing: can it help chronically dissatisfied learners?

QUESTIONNAIRE RESULTS

Page 13: Audio feedback in writing: can it help chronically dissatisfied learners?

QUESTIONNAIRE RESULTS

Page 14: Audio feedback in writing: can it help chronically dissatisfied learners?

• What is your weakest skill now?• 9 Ss- Speaking 2 Ss- Listening 3Ss-Writing• Do you like writing more?• 8 Ss-Yes 4 Ss- No, but I am not scared of it 2 Ss- I don’t know• What do you think about audio feedback?‘It is more explanatory than written feedback.’‘It helped me understand my mistakes more than having a short

sentence about it.’‘It motivates me and I feel more successful’‘It increased my exam scores’‘It is more personal than written feedback. It is like meeting the teacher

in office hours’‘I felt weak because there are many things that I must improve in my

writing’

FOCUS GROUP MEETING 2

Page 15: Audio feedback in writing: can it help chronically dissatisfied learners?

Students’ Views on Audio Feedback

• Audiofeedbackclip.mp4

Page 16: Audio feedback in writing: can it help chronically dissatisfied learners?

CONCLUSION

• A significant majority of students found audio feedback beneficial.

• It has a personal and richer quality which they valued.

• Audio feedback can be used to complement traditional forms of assessment feedback and contribute greatly to a student’s learning experience.

Page 17: Audio feedback in writing: can it help chronically dissatisfied learners?

REFERENCES

• Gibbs, G., and C. Simpson.(2004) Conditions under which assesssment supports learning. Learning and Teaching in Higher Education 1:3-31

• Ice, P., Curtis, R., Phillips,P and Wells,J. (2007) Using asynchronous audio feedback to enhance teaching presence and students’ sense of community. Journal of Asynchronous Learning Networks 11 (2),3-23.

• Lunt, T. & Curran, J. (2010). Are you listening please? The advantages of electronic audiofeedback compared to written feedback. Assessment and Evaluation in Higher Education. 35(7),759‐769  DOI:10.1080/02602930902977772

• Moore, M. (1972) Learner Autonomy: The second dimension of independent learning. Convergence, 2,76-88.

• Moore, M. G. 1991. Distance education theory. The American Journal of Distance Education 5 (3)http://www.ajde.com/Contents/vol5_3.htm#editorial (accessed November 14, 2014).

• Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated• learning: A model and seven principles of good feedback practice. Studies in Higher• Education, 31(2), 199-218 • Price, M.,K. Handley,J. Miller, and B.O’Donovan (2010) Feedback: All that effort, but what is the effect?

Assessment &Evaluation in Higher Education 35, no 5:535-50• Rust, C.(2001) A briefing on the assessment of large groups.

www.heacademy.ac.uk/resources/detail/ourwork/tla/assesment_series