Online Tools for Feedback Engagement in Second Language Learning

Autor/inn/en	Caruso, Marinella; Fraschini, Nicola; Kuuse, Sabine
Titel	Online Tools for Feedback Engagement in Second Language Learning
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 9 (2019) 1, S.58-78, Artikel 4 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2019010104
Schlagwörter	Feedback (Response); Learner Engagement; Second Language Learning; Higher Education; Educational Technology; Student Attitudes; College Students; French; Italian; Korean; Computer Software; Plagiarism; Computer Assisted Instruction; Interactive Video; Teacher Student Relationship; Instructional Material Evaluation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Schülerverhalten; Collegestudent; Französisch; Italienisch; Koreanisch; Plagiat; Computer based training; Computerunterstützter Unterricht; Interaktives Video; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Feedback is one of the most important influences on second language learning. While much research has been undertaken in the field of corrective feedback, the study of student engagement with feedback in languages remains understudied. This article addresses the need for more interactive, effective and time-saving feedback, achieving more student engagement and ultimately enhancing their learning experience. Considering that engagement with feedback goes hand-in-hand with both awareness of the learning process and literacy about the feedback process itself, a range of interactive materials was developed embracing technology as a useful partner: three short videos to support feedback and language literacy, an online coversheet to establish a dialogical relation between student and instructor and an online data-bank of feedback comments. The students' evaluation of the materials support the conclusion that this communicative feedback lead to students feeling more aware and engaged with the feedback, thus becoming more responsible and active participants in their own language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01