‘We lose a lot of value’: feedback on English for academic purposes speaking skills in online teaching in a UK-China joint-venture university

Published on Jun 28, 2021in Assessment & Evaluation in Higher Education
· DOI :10.1080/02602938.2021.1940838
Qingyang Sun (Xi'an Jiaotong-Liverpool University), Zeyang Yang (Soochow University (Suzhou))
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Abstract
Feedback practices for students’ speaking activities in an online environment are very different from those on-site. This study investigated online feedback practices for speaking skills in a Sino-...
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AbstractThe increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e...
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Abstract Background Feedback is an integral part of teaching and learning with written comments being one of the most widely used methods of providing student feedback. From the student perspective, written feedback has been seen as limited in terms of its quality, vague nature and lack of clear examples with feed-forward. Alternative feedback modes (including audio, video, podcasts, and screencast feedback) have been suggested as a means of enhancing feedback. Objective The purpose of this qual...
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Abstract We know little about how teacher feedback and student revisions are influenced when feedback is given electronically. This study contributes to a better understanding of teacher electronic feedback (TEF) in second language writing by investigating its effectiveness in face-to-face and online ESL writing classes in which TEF was offered asynchronously, as Word comments and track changes in electronic drafts, as well as in synchronous text chats between teachers and students. TEF was extr...
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Abstract This article reviews research on oral feedback in the field of second language (L2) education to identify three main factors that play a part in teachers' giving and students’ responding to oral feedback. Theoretical perspectives supporting oral feedback are first presented to broadly define oral feedback, conceptualising it as an instructional input, a dialogic process and an internal process. Empirical studies are then reviewed, revealing that most focus on linguistic factors in terms...
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This case study investigated the characteristics of computer-mediated synchronous corrective feedback (SCF, provided while students wrote) and asynchronous corrective feedback (ACF, provided after students had finished writing) in an EFL writing task. The task, designed to elicit the use of the hypothetical conditional, was completed by two Japanese university students in either the SCF or ACF condition. The writing process was video-recorded using the screen-capture function. An interview invol...
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#1Paul E. King (TCU: Texas Christian University)H-Index: 11
This study reviews the important role of feedback in instructional communication Feedback Intervention Theory (FIT). FIT proposes that feedback efficacy is related to three primary constructs: message cues (locus of attention), personality traits, and the nature of the task to be learned. In an experimental design, the effect of grading, along with assessment of personality differences in feedback attributional sensitivity and perceptions of feedback utility are examined for their impact on feed...
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