A Comparison Analysis of Five Instructors’ Commenting Patterns of Audio and Written Feedback on Students’ Writing Assignments (original) (raw)
Related papers
Audio Feedback versus Written Feedback: Instructors' and Students' Perspectives
2014
Providing feedback to students on their writing represents perhaps the most important task of a composition instructor and also possibly the most time-consuming task. In online composition classes, this task becomes more daunting, as there are no opportunities for face-to-face conversations with students. Typically, online instructors provide comments to students in text form. The use of audio comments through MP3 files has become an alternative. The purpose of this case study was to examine students' and instructors' perceptions of audio feedback and written feedback for student papers in online composition classes. Data were collected through surveys and interviews. The results show that instructors had mixed feelings about the use of audio, while students tended to have positive feelings toward it. The findings also reveal that teachers tended to give more global commentary when using audio comments and more local commentary when using written comments. Finally, the findi...
2013
Providing feedback to students on their writing represents one of the most important features of an online writing course. Two methods of providing feedback to student writingwritten commentary and audio commentary-have emerged in the literature. However, most studies examining these two methods have been conducted in face-to-face classes, where students can approach the instructor for clarification about the commentary. The limited studies that have been conducted on written and audio commentary in online classes have often featured non-writing classes in which revision of work was not a part of the course design and in which the commentary was given to various tasks in the class, not to student papers. This study examined the use of written and audio feedback in five 100-level online composition classes. Through instructor surveys and interviews, student surveys and interviews, and quantitative analysis of the comments themselves, the study examined how commenting patterns change between written and audio commentary, whether the provision of audio commentary represents a scalable option for instructors, what form of commentary students preferred for comments on different aspects of their papers, whether instructors found one method to result in more student improvement in writing over the other method, and whether students found one method to result v in improvement in their writing over the other method. The findings indicated that significantly more words were used for audio commentary than for written commentary but that an interaction effect occurs across instructors in their commenting patterns between the use of written and audio commentary. The findings also show that student comprehension on global-and middlelevel issues in papers is improved through the use of audio over written commentary. The findings were not conclusive on whether one medium results in more improvement in student writing over the other medium. Instructors do find the use of audio commentary a scalable option when compared to the use of written commentary, with audio delivering more words than written commentary but with roughly the same time investment. In combining audio and written commentary, audio may be more effective for global-and middle-level concerns and written for micro-level concerns.
EXPLORING THE EFFECTIVENESS OF USING AUDIO-RECORDED FEEDBACK ON STUDENTS' WRITING ASSIGNMENTS
Fourth Internet Conference Proceedings "FOREIGN LANGUAGE IN PROFESSIONAL TRAINING OF SPECIALISTS: ISSUES AND STRATEGIES", 2020
The value of the ability to write effectively promotes students’ progress through compulsory education to higher education in academic writing in English. At the university level in academic writing, the ability to write in a second language (English) is considered not just as a standardized system of communication but also as an essential skill providing students to study in the faculties which use English as means of instruction as it does in engineering faculty at Muğla Sıtkı Koçman University. Therefore, writing in the academic context and getting feedback on their work has an important role for these students in order to establish their academic goals. However, there is some published evidence stating that written comments on students' work referring to students’ dissatisfaction with academic feedback have been the subject of discussions (Cann, 2015HEFCE,2005). Giving feedback on students' products is a problematic area since students often claim that they get too little, too late and that they sometimes struggle to read or understand it (Rotheram,2009; Weaver,2006 as cited in Morris&Chikwa,2016). Traditional teacher-centered instruction is losing its place in education when today’s students are growing up as digital natives. They are mostly surrounded by digital technology; they read media, send news, get news, draw pictures, play games, and communicate on virtual platforms. Considering these attitudes of digital students towards traditional instruction, traditional feedback forms consisting of handwritten, summative and interlineal feedback (Siva, 2012) are also replaced by digital feedback. One way of giving feedback is the form of digital audio feedback. Mobile devices and collaborative learning environments are becoming common tools in education. There has not been any study testing Read &Write in Google document as a digital audio feedback tool on essay paper in academic writing courses to indicate whether or not it is an effective method for writing informative essays. Thus, to explore the effectiveness of digital audio feedback with the use of Read &Write in Google document as an online audio feedback tool within the context of informative essay writing in the first-year undergraduate engineering students in the academic writing course, a study was designed and carried out. Data gathered from the google form questionnaire shows that students are highly supportive of audio feedback. They explained that they felt the audio feedback helped them to see what they had missed out on their coursework and had more details than written comments so they could improve their written work.
An interdisciplinary perspective: The value that instructors place on giving written feedback
Active Learning in Higher Education, 2018
Students need feedback from instructors to learn from their mistakes and improve their academic skills. Responding to student writing is a central and necessary component of the instructor–student feedback loop. There are many forms of feedback on written assignments, and not all of them have the same role in supporting student learning. For example, as for written feedback, one primary distinction is between comments made in the margins and comments at the end of the written work. Work has focused on practices of instructor feedback among instructors, and other studies have focused on practices of feedback within a single discipline. Although there have been many studies on the topic of instructor feedback, no studies were found that explored possible differences of feedback across disciplines. The purpose of the study described here was to explore what instructors consider to be the purpose(s)/value of writing feedback (whether it is in the margins or at the end) on written assign...
Teacher Written vs. Audio Feedback on Undergraduates’ Written Assignments
Theory and Practice in Language Studies
Due to the importance of instructor’s feedback on students’ written assignment as part of formative assessment and the relatively new way of delivering audio feedback, this case study aimed to explore instructor’s audio vs. written feedback provided on 15 pairs of undergraduates’ written tasks through Google Docs over an academic semester in a Saudi public university. The data was collected from actual feedback comments in both modes and follow-up interviews with the students. The content analysis of feedback revealed that audio feedback differed from written feedback in terms of quantity and content. Despite the potential of audio feedback revealed through the content analysis, the majority of students (16) preferred written feedback over audio feedback for its clarity, easiness, easy access to feedback and its focus on a certain issue in the assignments, whereas 14 of them preferred audio feedback. Several challenges highlighted by the students, including its length and detailed i...
Teacher's Written Feedback in Academic Writing Class: Students' Perceptions
Prominent
Teacher's written feedback is one crucial thing that influences students' success in writing class. This feedback can benefit students' essays and writing performances in writing class. This study focuses on Academic Writing students' perceptions of teacher's written feedback in Academic Writing class. The purpose of this study is to investigate Academic Writing students' perceptions toward teacher's written feedback for their writing performances in Academic Writing class. This study was conducted in the English Language Education Program (ELEP), the Faculty of Language and Arts, Universitas Kristen Satya Wacana. The participants for this study were 31 students who were taking an Academic Writing course in Semester Gasal, 2022/2023 academic year. This study used questionnaires and semi-structured interviews to gather the data. The result showed that Academic Writing students had varied perceptions of teacher's written feedback from their lecturers. ...
The Discourse of Written and Audio Feedback
2018
Most teachers provide feedback for students daily. Whether it be a word of encouragement or a lengthy written comment in the margin of an essay, feedback is essential in first-year writing courses. This study investigates two distinct types of feedback, audio (a subset of oral feedback) and written (marginal comments and end comments). For this analysis, two instructors produced samples of audio feedback for students in their English 101 class sections (39 students total). The comments were then transcribed and compared with written comments left for the student by the same teacher on the same assignments. Students completed a follow-up survey after their assignments had been returned, thus providing them with time to review feedback before completing the survey. This survey aimed to quantify and qualify the student perception of both audio and written feedback. The questions guiding the research are as follows: (1) How do students perceive audio and written feedback from their teachers on assignments? (2) Do students have different perceptions of audio and written feedback? (3) Are there any specific discourse or register features that distinguish audio feedback from written? (4) Do those features correspond to the types of feedback that students prefer? (5) How do instructors perceive the audio and written feedback they give to their students?
Communications in Humanities and Social Sciences
This survey study aims to describe the students’ perception of teachers’ written feedback in an academic writing class in a private university in Indonesia. 119 students filled in the questionnaire on students’ perceptions of teachers’ written feedback adapted from Ouahidi and Lamkhanter (2020). A descriptive statistic measuring mean, frequency, and standard deviation were used to analyze the data from the questionnaire. The results showed that the teacher’s written feedback to the writing results in the academic writing class was useful and students did not find it difficult to understand any feedback given by the teacher. Most of the students answered often when being asked about their understanding to the feedback. Students were also able to use teacher comments to revise their writing. Revision and rewriting were also found as the follow-up activities that are most often done by students after receiving feedback. Then, it was also revealed that students preferred their teacher t...
Teacher Feedback on Writing: Considering the Options
Most writing teachers make use of pens/pencils or computers as a tool to provide their students with written feedback. is article recommends a range of feedback modes for writing teachers, including (1) pen-and-paper, (2) insert comment/track change (giving comments by deleting and adding), and (3) insert audio (recording your voice). Advantages and disadvantages of each feedback mode, based on teacher's observation as well as students' preferences, are discussed to help writing teachers consider how di erent commenting modes might facilitate their feedback process.