scholarly journals Peer Feedback Through Blogs: Student and teacher perceptions in an advanced German class

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 18-36 ◽  
Author(s):  
Doris Dippold
Keyword(s):  
Teacher Perceptions ◽  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Mediated Communication ◽  
Daily Lives ◽  
Self Reflection ◽  
Language Pedagogy ◽  
Language Class ◽  
Teachers And Students ◽  
Student And Teacher Perceptions

AbstractRecent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as ‘Facebook’ and ‘Myspace’ are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students’ understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment.This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students’ blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.

Student and Teacher Perceptions of Interaction in Online Computer‐Mediated Communication

1999 ◽  
Vol 36 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Marina Stock McIsaac ◽  
J Michael Blocher ◽  
Veena Mahes ◽  
Charalambos Vrasidas
Keyword(s):  
Teacher Perceptions ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Student And Teacher Perceptions

Achievement of Male and Female Students Using E-Dialogue Journal Writing

2012 ◽  
Author(s):  
Siti Hamin Stapa ◽  
Intan Safinas Mohd Ariff Al-Bakri
Keyword(s):  
Journal Writing ◽  
Computer Mediated Communication ◽  
Female Students ◽  
Mediated Communication ◽  
Male And Female ◽  
Writing Conference ◽  
Dialogue Journal ◽  
Free Writing ◽  
Teachers And Students ◽  
E Mail

Kajian dalam bidang penulisan menyokong aktiviti penulisan berbentuk bebas untuk membina kemahiran penulisan kepada pelajar bahasa pertama dan kedua. Penggunaan jurnal berbentuk dialog adalah salah satu aktiviti di dalam penulisan bebas yang memberi peluang pelajar meneroka dan mencuba bahasa itu sendiri. Kemunculan teknologi komputer telah memberikan kesan yang tiada tandingnya di dalam pengajaran bahasa. Kajian yang dilakukan oleh Lee (1998) dan Warschaeur (1995) menyatakan keberkesanan penggunaan mel elektronik dalam pengajaran bahasa Inggeris di mana pelajar dan pengajar boleh berkomunikasi secara formal dan tidak formal. Selain itu, mel–elektronik juga boleh digunakan untuk bertukar jurnal dialog. Tujuan kertas kerja ini ialah untuk melihat keberkesanan dari segi kuantiti dan kualiti mel–elektronik sebagai alat di dalam jurnal dialog kepada pelajar lelaki dan perempuan daripada Pusat Matrikulasi, Universiti Kebangsaan Malaysia. Hasil kajian ini menunjukkan bahawa teknik pengajaran ini berkesan – kesemua subjek menunjukkan peningkatan dalam kemahiran menulis. Kata kunci: Mel-elektronik; penulisan jurnal; komunikasi melalui komputer; kualiti penulisan; kuantiti penulisan Studies done in the area of composition support the notion that free writing activities help to develop confidence and efficiency among first language (Ll) and second language (L2) students. Dialogue journal writing is one of the activities in free writing that can provide students with the opportunity to explore and experiment with language. The emergence of microcomputer technology has given endless and remarkable enhancement in language teaching instruction. Studies done by Lee (1998) and Warshauer (1995) indicate the usefulness of e–mail in teaching English where teachers and students can communicate with each other through formal and informal consultation. Apart from that, e–mail can be used in exchanging dialogue journals and writing conference. The aim of this paper is to look at the effectiveness in terms of quantity and quality of e–mail as a tool in dialogue journal writing among male and female students from the Matriculation Centre in Universiti Kebangsaan Malaysia. The result of this study revealed that this technique is effective – all subjects showed improvement in their writing skills. Key words: e-mail; journal writing; computer-mediated communication; writing quality; writing quantity

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

scholarly journals Asynchronous online peer judgments of intelligibility: simple task, complex factors

2019 ◽  
pp. 407-412
Author(s):  
Suzanne M. Yonesaka
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Estimating Equations ◽  
Mediated Communication ◽  
Simple Task ◽  
Judgment Accuracy ◽  
Computer Mediated ◽  
Learning Management

Pronunciation learners can benefit from peer feedback in a Computer-mediated Communication (CMC) environment that allows them to notice segmentals and suprasegmentals. This paper explores the intelligibility judgments of same-L1 peers using P-Check (Version2, https://ver2.jp), a Learning Management System (LMS) plug-in that aggregates peer feedback on local intelligibility (Munro & Derwing, 2015). P-Check randomly delivers written prompts for learners to record. Recordings are randomly delivered to peers who choose from a drop-down menu which utterance was perceived. Aggregated judgments from peers and from the instructor are displayed to learners as feedback on intelligibility. This study used eight segmental contrasts: /b-v/, /s-θ/, /l-ɹ/, /l-ɹ/-clusters, /æ-ʌ/, /ɑ-ʌ/, /ɑ-oʊ/, and /i-ɪ/. Participants (N=38) made 3,451 intelligibility judgments on 1,203 recordings. The effects of rater listening discrimination proficiency and of utterance intelligibility were examined in six contrasts using Generalized Estimating Equations (GEE). Results showed that intelligibility was generally a significant predictor of judgment accuracy, but rater listening discrimination proficiency was not.

scholarly journals What makes a competent clinical teacher?

2012 ◽  
Vol 3 (2) ◽  
pp. e141-e145
Author(s):  
Stephen Wealthall ◽  
Marcus Henning
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Delphi Process ◽  
Clinical Teacher ◽  
Clinical Competency ◽  
Key Characteristics ◽  
Teachers And Students ◽  
Student And Teacher Perceptions

Background: Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods: The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In addition, the survey process obtained information on the importance and ‘teachability’ of these characteristics. Results: Four key characteristics of the competent teacher emerged from the Delphi process: clinically competent, efficient organiser, group communicator and person–centred. In a subsequent survey, students were found to be more optimistic about the ‘teachability’ of these characteristics than clinicians and scored the attribute of person-centredness higher than clinicians. Clinicians, on the other hand, ascribed higher levels of importance to clinical competency, efficient organisation and group communication than students. Conclusions: The Delphi process created a non-threatening system for gathering student and clinician expectations of teachers and created a foundation for developing methods for evaluating clinical competency. This provided insights into differences between teachers’ and students’ expectations, their importance, and professional development.

Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication

2010 ◽  
Vol 43 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Craig D. Howard ◽  
Andrew F. Barrett ◽  
Theodore W. Frick
Keyword(s):  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Design Alternatives ◽  
Mediated Discourse ◽  
Specific Feedback ◽  
Quasi Experimental ◽  
Web Forum ◽  
Critical Feedback

In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes ( n = 35) whereas providers and recipients of peer feedback were identified by their real names in three other classes ( n = 37). Computer-Mediated discourse analysis methods (Herring, 2004) were used to code student written comments according to substance and tone of feedback. Next, we estimated likelihoods of specific feedback patterns through Analysis of Patterns in Time (Frick, 1990). Results indicated that students who were anonymous were approximately five times more likely to provide substantively critical feedback than were those whose identities were known to their recipients. When feedback was given anonymously, students were approximately four times more likely to provide reasons for needed improvement to a website, and then to suggest design alternatives. In light of advantages afforded by this form of pseudonymity, we conclude with a discussion of pedagogical prescriptions for supporting learners' production of feedback.

EFL Teacher's and Learners' Perspectives Towards ATODJ

2014 ◽  
Vol 4 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Elahe Moladoust
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Dialogue Journals ◽  
Mediated Communication ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Computer Mediated ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Qualitative Part

This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' viewpoints were discussed. Based on the results of the present study, it is highly recommended that EFL teachers and materials developers incorporate ATODJ tasks in the curriculum.

scholarly journals Computer-mediated and face-to-face peer feedback in second language writing

2021 ◽  
Author(s):  
◽  
Ha Pham
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Computer Assisted ◽  
Writing Quality ◽  
Mediated Communication ◽  
Face To Face ◽  
Student Opinions ◽  
Qualitative Approaches ◽  
Computer Mediated

<p>With the ongoing development and application of technology in the writing classroom, peer feedback through computer-mediated communication (CMC) has been increasingly practiced and researched in the past couple of decades. Researchers have been interested in examining how CMC peer feedback differs from the traditional pen and paper or face-to-face (F2F) peer feedback. Results of previous research have indicated that CMC and F2F each has its own merits, and simply replacing the latter with the former is not advisable (Guardado & Shi, 2007; Ho, 2015; Liu & Sadler, 2003). Instead, researchers have suggested using the two means of communication together; and when that is the case, written asynchronous computer-mediated communication (WACMC) and traditional oral F2F (OF2F) commenting are recommended. While some researchers have suggested that WACMC should come before OF2F commenting, others recommended putting WACMC after OF2F commenting. Though the field has seen numerous studies that compare CMC with F2F commenting, both in written and oral forms, little has been done to examine the effects of WACMC and OF2F peer feedback when they are used together.  To address these gaps, this study investigates how WACMC in Google Docs and traditional OF2F peer feedback affect three aspects: student comments, revisions, and writing quality. It also examines whether WACMC followed by OF2F (WACMC–OF2F sequence, henceforth) or OF2F followed by WACMC (OF2F–WACMC sequence, henceforth) works better regarding the three aspects mentioned above.  In order to achieve the above aims, both quantitative and qualitative approaches were used. A quantitative approach, descriptive statistics in particular, was employed to understand the outcomes of student feedback, revisions, and writing quality from the two feedback forms and sequences. A qualitative approach was used to examine attitudinal aspects and to support quantitative findings. By means of interviews, student opinions about the feedback forms and sequences, their review and revision strategies were explored. Thematic analyses were employed to process qualitative data and results were reported in themes.  Data analysis yielded several major findings. First, the student participants typically offered feedback on grammar and vocabulary in the form of suggestions, and they revised at surface and word levels. Second, the students’ last drafts had higher scores than the first, suggesting the effectiveness of student revisions. Third, in terms of feedback forms, WACMC was used as the main feedback tool for both feedback and revisions. Fourth, regarding feedback sequences, the students made more quality comments, i.e., comments that were revision-oriented, on both local and global areas in the WACMC–OF2F sequence. Fifth, also in the WACMC–OF2F sequence, the students made more revisions at global level. Sixth, the students’ writing mean scores were higher in the WACMC–OF2F than in the OF2F–WACMC sequence. Finally, results of the end-of-study survey questionnaire and student opinions showed that a majority of the students found the WACMC–OF2F sequence to be more helpful because the WACMC step better prepared them for the OF2F step.  This study explores the affordances of WACMC and OF2F peer feedback. The overall conclusion of the study is both WACMC and OF2F commenting should be used together, and when that is the case, WACMC should be followed by OF2F feedback. The study contributes to the existing literature on computer-assisted language learning in two regards: (1) it examines two feedback forms that are underexplored: the WACMC and traditional OF2F commenting, and (2) it confirms that the WACMC commenting followed by traditional OF2F commenting is more helpful to student writing.</p>

Interactions Online

2011 ◽  
pp. 1259-1267
Author(s):  
Susan Wegmann
Keyword(s):  
Online Courses ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Mediated Learning ◽  
Online Classes ◽  
Mediated Communication ◽  
Course Content ◽  
Writing Theory ◽  
Computer Mediated ◽  
Teachers And Students

Success in online courses depends on quality interactions (Li & Akins, 2005; Shovein, Huston, Fox, & Damazo, 2005; Vrasidas, 2002). Interaction is “a continually emerging process, as communication in its most inclusive sense” (Simpson & Galbo, 1986). Pena-Shaff, Altman, and Stephenson (2005) found that students who interact more in online classes tend to feel a greater amount of satisfaction and even engage more deeply in course content. In fact, recent studies have shown that the most efficient computer-mediated learning occurs when teachers and students assume a connected stance (Wegmann, 2006; Wegmann & Mc- Cauley, 2007), or one in which students and teachers participate in the following types of behaviors online: initiate personally meaningful questions about the text, wonder, or initiate unique topics for discussion. The following reports on one study that analyzed students’ discussion board interactions, surveys of students’ perceptions, and e-mail interviews of selected participants. Following is a discussion of three areas of literature pertinent to the study: nature of interactions, computer-mediated communication, reading and writing theory.

scholarly journals Learners' reflections on and perceptions of computer-mediated communication in a language classroom: A Vietnamese perspective

2011 ◽  
Vol 27 (8) ◽  
Author(s):  
Long V. Nguyen
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Skills ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Language Class ◽  
Teacher Trainees ◽  
Computer Mediated ◽  
Language Classroom ◽  
Learning Data

The paper examines Vietnamese learners' reflections on and perceptions of the application of computer-mediated communication (CMC) into collaborative learning. Data for analysis included an evaluation questionnaire, consisting of 24 4-point Likert scale items, appended with six open-ended questions, and transcripts of 15, out of 30, teacher trainees from a TEFL (Teaching English as a Foreign Language) class who volunteered to participate in informal interviews. Several inferences were drawn from the results. The majority of participants enjoyed the technology-enhanced class in general. There were approximately equal numbers of students who preferred synchronous CMC, asynchronous CMC, or a combination of both. The students reported that the course helped improve their computer skills and collaborative experience, while they remained sceptical about improvements to their English language skills. More involvement in learning was observed during and after the course. In addition, the participants expressed confidence that they would attend similar courses in future and were willing to recommend this technology-embedded course to the next generations of students.

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