Attitudes towards Online Feedback on Writing: Why Students Mistrust the Learning Potential of Models

Autor/in	Strobl, Carola
Titel	Attitudes towards Online Feedback on Writing: Why Students Mistrust the Learning Potential of Models
Quelle	In: ReCALL, 27 (2015) 3, S.340-357 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344015000099
Schlagwörter	Feedback (Response); Writing (Composition); Constructivism (Learning); Computer Mediated Communication; Student Attitudes; Writing Attitudes; Second Language Learning; Correlation; Writing Instruction; Trust (Psychology); Models; Undergraduate Students; Bachelors Degrees; Applied Linguistics; Problem Solving; Ability; Cognitive Development; Educational Benefits; Pretests Posttests; Intervention; Electronic Learning; Learning Modules; Writing Exercises; Self Evaluation (Individuals); Comparative Analysis; Learning Motivation; Blended Learning + Suchen Sie Ihr Suchwort? Schreibübung; Computerkonferenz; Schülerverhalten; Zweitsprachenerwerb; Korrelation; Schreibunterricht; Analogiemodell; 'Bachelor''s degrees'; Bachelor-Studiengang; Linguistics; Linguistik; Angewandte Linguistik; Problemlösen; Fähigkeit; Fertigkeit; Kognitive Entwicklung; Bildungsertrag; Learning module; Lernmodul; Motivation for studies; Lernmotivation
Abstract	This exploratory study sheds new light on students' perceptions of online feedback types for a complex writing task, summary writing from spoken input in a foreign language (L2), and investigates how these correlate with their actual learning to write. Students tend to favour clear-cut, instructivist rather than constructivist feedback, and guided self-evaluation through model solutions in online learning environments. However, the former type is too limited to tackle all dimensions of advanced writing. Constructivist feedback, in the form of guided modelling, allows addressing the higher-order concerns involved in summary writing. In addition, it is widely acknowledged that activating the zone of proximal development (ZPD) through cognitive involvement is beneficial to learning. To investigate students' learning from both types of feedback, a one-group pre-post-test intervention study was set up. Students attending a course on summary writing in L2 within a bachelor programme in Applied Languages (n = 38) followed an individual online learning module containing both instructivist fill-the-gap exercises and model solutions with constructivist guiding questions for self-assessment. The students' actual learning gain was measured through pre- and post-tests, and compared with their perceived learning gain, as expressed in self-evaluation. The comparison reveals a dichotomy between the students' observed learning curve and an underestimation of their own progress. This dichotomy was found to originate in a mismatch between their expectations towards the online learning module and the characteristics of the constructivist feedback conveyed. This mismatch can be attributed to three key factors: (1) evaluation, (2) linguistic focus, and (3) learner motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01