Tesol audiofeedback lo_cm_dw_2011_meloni[1]

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  • http://dallasyakutskspringcollaboration.pbworks.com/w/page/22906509/FrontPage
  • http://dallasyakutskspringcollaboration.pbworks.com/w/page/22906509/FrontPage
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  • Tesol audiofeedback lo_cm_dw_2011_meloni[1]

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

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