Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

Autor/inn/en	Fernández-Toro, María; Furnborough, Concha
Titel	Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts
Quelle	In: Educational Media International, 51 (2014) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2014.889401
Schlagwörter	Undergraduate Students; Open Universities; Spanish; Second Language Instruction; Second Language Learning; Feedback (Response); Role; Tutors; Metacognition; Affective Behavior; Distance Education; Adult Students; Video Technology; Learner Engagement; Student Attitudes; Foreign Countries; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Offene Universität; Spanisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Rollen; Förderlehrer; Lehrender; Tutor; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung; Distance study; Distance learning; Fernunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Ausland; Qualitative Forschung; Großbritannien
Abstract	Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students' cognitive, affective and metacognitive responses to the tutors' feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10