Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Autor/in	Mahapatra, Santosh Kumar
Titel	Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 6, S.519-530 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahapatra, Santosh Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00603-8
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Case Studies; Formative Evaluation; Feedback (Response); Language Teachers; College Students; Cross Cultural Studies; Online Courses; Pandemics; Educational Change; COVID-19; Teacher Attitudes; Student Evaluation; Computer Mediated Communication; Teaching Methods; Teacher Student Relationship; Nepal; India; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Collegestudent; Cultural comparison; Kulturvergleich; Online course; Online-Kurs; Bildungsreform; Lehrerverhalten; Schulnote; Studentische Bewertung; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Indien; Bangladesch
Abstract	ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01