Actual and preferred teacher feedback on student blog writing

Abstract

This research illustrates the provisions and receptivity of teacher feedback in a blogmediated writing project between two colleges. The blog serves as a peer collaboration platform, as well as a mediating tool for teachers to offer timely feedback or prompt student idea exchanges. This paper discusses how teacher feedback may alter in response to students' online writing activities, and examines the reciprocity between the teachers' provision and the students' receptivity. Thirty-four students, two teachers, and two teaching assistants (TAs) participated in the two-semester tele-collaboration. Feedback from the teachers and TAs was categorized by Hattie and Timperley's (2007) taxonomy, which comprises four levels of feedback: the task, the process, self-regulation, and superficial praise. In addition, a new category, mediative feedback, was created to highlight the networked learning. Data were collected from blog message archives, a perception survey, and interviews for qualitative and quantitative analyses. The findings illustrate the evolution of feedback provisions, specifically the addition of mediative feedback type and reduction of superficial comments during online writing tasks. Furthermore, a clear mismatch between the highest rated and most provided feedback type also illustrates the impact of web 2.0 tools on teaching practices.

Online Features of Qzone Weblog for Critical Peer Feedback to Facilitate Business English Writing

“…From the perspective of L2 learning, Chen (2014) summarizes the advantages of online feedback such as boosting learning motivation, autonomy, positive attitudes, linguistic awareness, content organization, intellectual exchanges, linguistic ownership, self-expressions, and a sense of community. Online feedback is also studied for the synchronous feedback by online chat room or instant communication (IM) software like Skype, WeChat, QQ, and so forth.…”

“…Facebook, Twitter, blogs, and many other Internet communicative platforms are used for online feedback. Online feedback has many advantages such as flexible idea expression, effective peer feedback, positive performative assessment, multimedia learning and teaching, improving autonomy learning, and the construction of authentic learning and working simulation environments (Chen, 2014; Yang & Tsai, 2010; Yunus, Hadi, Salehi, Sun, & Embi, 2013). In China, Qzone is one of the most popular weblogs among young generations combined with the instant messaging (IM) software—QQ, which is widely applied in English for Foreign Language (EFL) instruction as a computer-assisted instruction platform (Du, 2013; Wang, 2009; Xie, 2010; Zhu, 2013).…”

Computer‐mediated feedback for L2 learners: Challenges versus affordances

“…They reported teacher workload, choice of blog services, and maintaining peer feedback effectiveness as pedagogical challenges of L2 writing via social blogs. The indirect interaction in a networked instructional environment increases teachers' challenges depending on learners' receptivity and interpretations of feedback (Chen, 2014).…”

“…Therefore, further studies need to be conducted with a focus on the possible reasons behind students' tendency towards multimodal feedback rather than Unimodal student-generated feedback. challenges depending on learners' receptivity and interpretations of feedback (Chen, 2014).…”

Emergency Online Learning in Low-Resource Contexts: Student Perceptions of Effective Engagement Strategies

“…This finding was confirmed by Martin & Bolliger [21] who showed that, on average, students perceived this student-teacher strategy as effective. Chen [30] identified five important types of feedback in distance education and showed that the most valued type of feedback is about their selfregulation. Czerkawski & Lyman [22] proposed a framework to foster student engagement in online learning and indicated the importance of instructional feedback.…”