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Tesol audiofeedback lo_cm_dw_2011_meloni[1]



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  • 1. The Effectiveness of Audio Feedback in Online Environments
    Larisa Olesova,Purdue University
    Christine MeloniNorthern Virginia Community College
    Donald Weasenforth Collin College TESOL 2011, New Orleans, LA
    This study is supported by The International Research Foundation for
    English Language Education (TIRF)
  • 2. Introduction
    Audio feedback in online environments
    technique by which instructors record their comments in digital audible form and attach them to students’ assignment
  • 3. Introduction
    Community of Inquiry Framework
    Social presence
    Cognitive presence
    Teaching presence
  • 4. Social Presence
    The ability of participants in a community of inquiry to project themselves socially and emotionally as “real” people through the medium of communication being used
  • 5. Cognitive Presence
    The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse
  • 6. Teaching Presence
    The design, facilitation, and direction of cognitive social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
  • 7. Background
    Past studies on audio feedback for L1
    Past studies on audio feedback for L2
    Audio feedback in online environments for L1 and L2
  • 8. Background
    Past studies on audio feedback for ESL/EFL:
    • Constructive feedback
    • 9. Teachers’ time
    • 10. ESL/EFL and instructional feedback strategies
    • 11. ESL/EFL students and perceived sense of presence in online environments
  • Purpose of the Study: RQ1
    RQ1: Is there a significant difference between EFL and ESL students’ perceptions of audio and text feedback when receiving audio feedback from a NNS?
  • 12. Purpose of the Study: RQ2
    RQ2: Is there a difference between EFL and ESL students’ perceptions of their sense of presence when receiving audio feedback from a NNS?
  • 13. Methods: Participants
    14 ESL students in the US
    25 EFL students in Russia
    Age: 18-45 years
    31 female
    8 male
  • 14. Methods: Procedure
    • Students placed in five groups
    • 15. Students organized by characteristics and language proficiency
  • Methods: Procedure
  • 16. Methods: Procedure
  • 17. Methods: Data Collection
    Quantitative data:
    Audio feedback Likert-type post-course survey
    CoILikert-type post-course survey
  • 18. Data Collection
    Qualitative data:
    Audio feedback open-ended questions post-course survey
  • 19. Methods: Data Analysis
    • Descriptive statistics
    • 20. Qualitative analysis of students’ answers to the open-ended questions
    • 21. An independent samples t-test with its non-parametric equivalent Mann-Whitney Test
    • 22. Multiple regression analyses
  • Results: RQ1
    • Satisfaction with receiving audio feedback
    • 23. Perceptions of audio feedback over text feedback
    • 24. Perceptions of instructor’s voice clarity when providing audio feedback
  • Results: RQ1
    • Students’ perceptions of audio and text feedback based on age, gender and previous online learning experience
    • 25. Students’ perceptions of instructor’s voice clarity and instructor’s intent when using audio feedback
  • Results: RQ1
    Qualitative analyses:
  • 26. Results: RQ1
  • 27. Results: RQ1
  • 28. Results: RQ1
  • 29. Results: RQ1
  • 30. Results: RQ1
  • 31. Results: RQ1
    An EFL student responded:
    “I think written comments are very clear, but audio is better, because you can hear intonations.”
    An ESL student:
    “The fact that is the instructor voice does not make any different.”
  • 32. Results: RQ1
    “It feel me more involved because it seems like I have real conversation with my instructor,” and “I think it is because you are listening to the teacher, so in a way you feel as if you were in a classroom.”
  • 33. Results: RQ1
    From an EFL student,:
    “Audio comments made me feel more involved into the process,
    so on receiving such an audio feedback you start to think that your
    work is needful and your opinion is valuable.”
    From an ESL student:
    “It is true that we listen to someone who talks to us more than a
    silent paper, so we get more from audio.”
  • 34. Results: RQ1
    From an EFL student:
    “I think that both types are very important, but audio comments
    influenced my motivation more.”
    An ESL student said:
    “I think both are effective. For me the difference is the kind of
    student that we are.”
  • 35. Results: RQ2
    • Perceptions of social presence
    • 36. Perceptions of teaching presence
    • 37. Perceptions of cognitive presence
  • Discussion
    • Preferences of ESL and EFL students
    • 38. Audio feedback versus written feedback
    • 39. Audio feedback and sense of presence
  • Conclusion
    • Effectiveness of audio feedback in online environments
    • 40. Suggestions for future research
  • Thank you
    Larisa Olesova
    Christine Meloni
    Donald Weasenforth