How language choices in feedback change with technology: Engagement in text and screencast feedback on ESL writing

Cunningham, Kelly J.

doi:10.1016/j.compedu.2019.03.002

Cited by 14 publications

(32 citation statements)

References 24 publications

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“…These results show a) teacher's corrective feedback is still used the most as a primary source for effective feedback, and b) technology-mediated means start gaining a position as a positive source for effective feedback. In some of the experiences analyzed, digital technologies are used to boost effective feedback, such as the case of Smits et al (2008), Cunningham(2019a) and, Wang et al (2019. They used sources, for example, web-based learning environments (pre-tests, study tasks, and feedback post-tests), screencasts for writing and, computer mediation.…”

Section: Analysis Of the Resultsmentioning

confidence: 99%

“…The feedback could be implemented through different digital technologies (Wang, et al, 2019). However, different authors (Cunningham, 2019b(Cunningham, , 2019aWang et al, 2019) say that instructors need to be aware of the way they convey their feedback and the way the technology they use to create and deliver that feedback impacts the message that they send. Finally, the computer-based feedback is one of the most important elements in computer-based learning environments.…”

Section: Effective Feedbackmentioning

confidence: 99%

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Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Delgado¹,

Hidalgo²

2020

Education and New Developments 2020

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This article of systematic literature review presents the analysis of a series of experiences that use effective feedback in educational activities through the use and integration of digital technologies, specifically, in the classes of English as a second language in higher education. The revision analyzed 14 different experiences. As part of the analysis, criteria are defined to describe and compare them, linked with the possibilities of feedback to favor the formative processes at the higher education level. Criteria include: country of origin and level of education, design of feedback used, the timing of the feedback, the means of providing feedback, and the consideration of digital technologies. The main results indicate that the use of feedback, in the ESL classroom, allows learners to boost their capacity of analysis, critical thinking, and the resolution of problems linked with interlanguage. As a conclusion, the salience and positive impact of digital technologies are highlighted in favoring the positive and effective feedback, in the particular case of English as a second language. Finally, it is evident the use of computer -mediation, screencast, and web-based learning environments as the primary sources of authors used more frequently to implement effective feedback in higher education. It concludes that the set of experiences analyzed provides light in terms of the considerations needed to design and adjust formative processes that allow boosting effective feedback mediated by digital technologies. As future work, there will be the elaboration of a methodological proposal that helps to adjust the formative processes that enable the integration of digital technologies as mediators in the process of feedback between teachers and learners.

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Section: Analysis Of the Resultsmentioning

confidence: 99%

Section: Effective Feedbackmentioning

confidence: 99%

Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Delgado¹,

Hidalgo²

2020

Education and New Developments 2020

View full text Add to dashboard Cite

show abstract

“…The feedback could be implemented through different digital technologies . However, different authors (Cunningham, 2019b(Cunningham, , 2019a say that instructors need to be aware of the way they convey their feedback and the way the technology they use to create and deliver that feedback impacts the message that they send. Finally, the computer-based feedback is one of the most important elements in computer-based learning environments.…”

Section: Effective Feedbackmentioning

confidence: 99%

“…These results show a) teacher's corrective feedback is still used the most as a primary source for effective feedback, and b) technology-mediated means start gaining a position as a positive source for effective feedback. In some of the experiences analyzed, digital technologies are used to boost effective feedback, such as the case of Smits et al (2008), Cunningham(2019a) and, . They used sources, for example, web-based learning environments (pre-tests, study tasks, and feedback post-tests), screencasts for writing and, computer mediation.…”

Section: Timing Of the Feedbackmentioning

confidence: 99%

Education and New Developments 2020

Carmo¹

2020

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic.Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings.The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.

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“…However, these systems put attention to giving feedback on "the writing product" (Zhang & Deane, 2015;Vandermeulen et al, 2020) rather than "the writing process" (Allen et al, 2016). Though the design of technology-enhanced forward-looking feedback (Cunningham, 2019a(Cunningham, , 2019bCunningham & Link, 2021;Saricaoglu, 2018;Tseng & Yeh, 2019) on learners' product is an achievement over more traditional forms of feedback that only justify the grade, if it only "points to future performance" (William, 2010), it might not assist students who struggle during the writing process. As a result, the chances of engagement with the feedback decreases (Otnes & Solheim, 2019).…”

Section: Introductionmentioning

confidence: 99%

Clustering students’ writing behaviors using keystroke logging: a learning analytic approach in EFL writing

Talebinamvar

Zarrabi

2022

Lang Test Asia

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Feedback is an essential component of learning environments. However, providing feedback in populated classes can be challenging for teachers. On the one hand, it is unlikely that a single kind of feedback works for all students considering the heterogeneous nature of their needs. On the other hand, delivering personalized feedback is infeasible and time-consuming. Available automated feedback systems have helped solve the problem to some extent. However, they can provide personalized feedback only after a draft is submitted. To help struggling students during the writing process, we can use machine learning to cluster students who benefit the same from feedback using keystroke logs. We can apply the results in automated feedback systems that provide process feedback. In this study, we aim to find homogeneous student profiles based on their writing process indicators. We use fourteen process indicators to find clusters in the data set. We used these measures in a four-stage analysis, including (a) data preprocessing, (b) dimensionality reduction, (c) clustering, and (d) the analysis of the writing quality. Clustering techniques identified five different profiles: Strategic planners, Rapid writers, Emerging planners, Average writers, and Low-performing writers. We further validated the emerged profiles by comparing them concerning students' writing quality. The present work broadens our knowledge of how students interact with writing tasks and addresses how variations in writing behaviors lead to qualitatively different products. We discuss the theoretical underpinnings and potentials of finding profiles of students during writing in higher education.

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How language choices in feedback change with technology: Engagement in text and screencast feedback on ESL writing

Cited by 14 publications

References 24 publications

Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Education and New Developments 2020

Clustering students’ writing behaviors using keystroke logging: a learning analytic approach in EFL writing

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