Student Views of Technology-Mediated Written Corrective Feedback

TY - GEN

T1 - Student Views of Technology-Mediated Written Corrective Feedback

AU - Kjærgaard, Hanne Wacher

PY - 2017/6/25

Y1 - 2017/6/25

N2 - Danish schools are generally technology-rich, but one area where technology use seems to have been taken over sparingly is the area of written corrective feedback (WCF). The present article reports on one part of an intervention study investigating 1) the potential changes in teacher beliefs and practices concerning the specific – and time-consuming – language-teacher activity of providing WCF and 2) potential changes in student attitudes when technology is used to mediate the feedback. At the core of the study is an eight-month intervention which was carried out with three teachers of English as a foreign language and their lower-secondary classes, requiring the teachers to make use of a specific program supportive of effective written corrective feedback in their provision of feedback to their students. The article will report on results pertaining to student attitudes to the changes brought about by the intervention, which changed both teacher and student practices. Data was collected through student questionnaires concerning their views of the roles of written corrective feedback for foreign language acquisition, and also their views of and attitudes to their teacher’s normal practice were addressed in the questionnaire. Additionally, initial focus group interviews were carried out to allow for more in-depth information. At the end of the intervention, a second set of questionnaire data was collected, and a second round of focus group interviews was conducted to investigate if changes had taken place in students' attitudes and practices. The preliminary findings of the study will be presented.

AB - Danish schools are generally technology-rich, but one area where technology use seems to have been taken over sparingly is the area of written corrective feedback (WCF). The present article reports on one part of an intervention study investigating 1) the potential changes in teacher beliefs and practices concerning the specific – and time-consuming – language-teacher activity of providing WCF and 2) potential changes in student attitudes when technology is used to mediate the feedback. At the core of the study is an eight-month intervention which was carried out with three teachers of English as a foreign language and their lower-secondary classes, requiring the teachers to make use of a specific program supportive of effective written corrective feedback in their provision of feedback to their students. The article will report on results pertaining to student attitudes to the changes brought about by the intervention, which changed both teacher and student practices. Data was collected through student questionnaires concerning their views of the roles of written corrective feedback for foreign language acquisition, and also their views of and attitudes to their teacher’s normal practice were addressed in the questionnaire. Additionally, initial focus group interviews were carried out to allow for more in-depth information. At the end of the intervention, a second set of questionnaire data was collected, and a second round of focus group interviews was conducted to investigate if changes had taken place in students' attitudes and practices. The preliminary findings of the study will be presented.

KW - feedback

KW - Language learning

KW - English as a foreign language

KW - secondary school

KW - written feedback

KW - technology and language learning

U2 - 10.21125/edulearn.2017.0753

DO - 10.21125/edulearn.2017.0753

M3 - Article in proceedings

SN - 978-84-697-3777-4

T3 - Edulearn proceedings

SP - 9307

EP - 9317

BT - EDULEARN17 Proceedings

PB - IATED

T2 - 9th International Conference on Education and New Learning Technologies

Y2 - 3 July 2017 through 5 July 2017

ER -