Hybridoma Technology ( Production , Purification , and Application )
Audio feedback in writing: can it help chronically dissatisfied learners?
1. Audio feedback inAudio feedback in
writing: can it helpwriting: can it help
chronicallychronically
dissatisfied learners?dissatisfied learners?
Petek Sirin
Manchester,2015
3. 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 learner
The structure of the program
The autonomy
HIGH QUALITY AUDIO FEEDBACK
PRODUCTIVE LEARNING ENVIRONMENT
4. 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)
5. 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.
6. 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)
7. 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?
9. 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’
10. PROCEDURE
Sts 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
14. • 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
16. 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.
17. 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
