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The Open University is always keen to develop ways of enhancing feedback to students, since comments on assignments are a key aspect of the distance tuition process. Students traditionally receive detailed written feedback on their assignment scripts in the form of annotations and corrections as well as separate written comments summarising their overall performance. For foreign language speaking assignments, students also receive audio feedback in addition to written summary comments. Jing® [1] , a free software tool, allows the recording of a fiveminute video commentary of what is happening on a computer screen, i.e. to make a screencast. Jing® enables tutors to record themselves annotating and commenting on their students' scripts or to provide a presentation on an aspect of grammar relevant to the assignment. This presentation reports on both the student and tutor responses to the medium, as well as the nature of the feedback in terms of depth and focus.

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In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and conceptdriven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.Keywords: feedback; independent learning; adult learners; distance learning, identity; motivation; roles; goal-relevance; feedback alignment; self-confidence, self-discrepancy; possible selves Subject classification codes: < tbc> 4 IntroductionFeedback plays a central role in any learning process, and is particularly important in independent settings (White, 2003). By this we mean learning contexts which include both self-access and distance learning, where the learner receives feedback from a tutor on assignments, has access to tutorials, generally online, but also relies on feedback in the materials in the form of model answers of answer keys. Hurd (2006) specifically mentions providing feedback as the most important role of the tutor, according to the distance learners who took part in her study. However, as Nicol (2010) points out, 'while the quality of the [feedback] comments is important, the quality of the students' interaction with those comments is equally, and perhaps more important' (Nicol, 2010, p. 503), Furnborough and Truman (2009)'s qualitative study underlines this point. They investigated the perceptions of beginner distance language learners and their use of assignment feedback from tutors identified different patterns of student engagement with external feedback: Groups A and B were positive about feedback, either seeing it as a learning tool which 'empowered' them to take on more responsibility for their own learning, or more generally as connected with a sense of achievement. Group C were hampered in their learning by doubts and anxieties about their own performance, lacked strategies to deal with their negative emotions and did not particularly value feedback from their tutors, showing an inability or unwillingness to take on board comments that were made on their work. The authors concluded that 'the attitudes and motivational factors affecting students in this group may warrant further investigation ' (Furnborough & Truman, 2009, p. 413). This is reflected in the findings of another investigation into corrective feedb...