Audio or Written Feedback? The Secondary School English Student Experience

Autor/in	Lefroy, Rebecca
Titel	Audio or Written Feedback? The Secondary School English Student Experience
Quelle	In: English in Education, 54 (2020) 4, S.321-333 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1585184
Schlagwörter	Feedback (Response); Audio Equipment; Written Language; Secondary School Students; Student Experience; Formative Evaluation; Student Evaluation; Resilience (Psychology); Student Participation; Teacher Student Relationship; English Instruction; Foreign Countries; English Teachers; Teaching Methods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Audio-CD; Geschriebene Sprache; Sekundarschüler; Studienerfahrung; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; English langauage lessons; Englischunterricht; Ausland; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper uses student voice to explore whether and why audio feedback can be a preferred form of formative assessment to written marking in the English classroom. The research is a qualitative case study of the views of 28 questionnaire respondents and seven interviewees aged 14-15 years old with regards to their experiences of audio feedback. The results suggest that audio feedback was overwhelmingly preferred and perceived as a more effective form of feedback, largely due to its social and relational character. This paper shows that audio feedback can provide effective formative assessment, particularly through its relational nature, which can be capitalised on in the English secondary school classroom. Furthermore, it suggests that teacher training courses could equip new professionals with the skills needed for delivering effective audio feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01