The practice of giving feedback within the writing process has been the subject of many studies since the mid-1980s. The call for teachers to develop better feedback practices became apparent after studies showed that students have been generally less than satisfied with how teacher-student written feedback has been given. This chapter aims to identify how teachers may be able to offer feedback in a way that engages students, and presents them with clear messages that they will understand and appreciate. In order for this to be tangible in this context, the consideration and integration of alternative modes of learning through Information Communication Technologies (ICT) need to be realised. In particular, the use of Web 2.0 technology to assist in the writing process by giving students video feedback, instead of written feedback, on their draft papers. The primary epistemology of the proposed approach is consistent with students looking for improved methods of feedback they receive from teachers.
This paper describes ongoing ICT-pedagogical practices for improving feedback given by teachers to students at high school level. The students aged fourteen-sixteen are members of a small Turkish high school population of around three hundred pupils. Based on my own classroom research, this paper focuses on feedback given on academic essays completed within the writing process, in order to discover how students respond to a different type of feedback than that to which they have been accustomed. I will also suggest that we, as ELT practitioners, find ways to move for a change to our feedback practices, and provide students with an alternative methodology that could lead to better student-engagement and focused writing practices within this context.
Table of Contents
1. Introduction
2. Teacher Feedback within Process Writing
3. Indirect Feedback is less stifling
4. Written Feedback: a time for change?
5. The Emergence of E-Learning
6. Web 2.0: In support of the Pedagogy
7. Screen-Recording Software
8. Tone and Register in Video Feedback
9. The Time Needed for Video Feedback
10. Teachers and the Software
11. Pedagogical Considerations
Research Objectives and Themes
This work aims to evaluate the efficacy of video feedback as a modern pedagogical tool for improving student engagement and outcomes within the writing process. It investigates whether replacing traditional, often critiqued, written feedback with dynamic video-based commentary can bridge the disconnection between teachers and students, ultimately fostering greater learner autonomy and improved essay quality.
- Transformation of traditional teacher-student feedback loops
- Integration of Web 2.0 and screen-recording technologies in ELT
- The impact of visual modality on student motivation and retention
- Balancing pedagogical principles with digital innovation
Excerpt from the Book
Tone and Register in Video Feedback
I start by welcoming the student to the experience, and inviting them to be a part of the interactive-process. This shows students that I am trying to connect with them, that I am showing interest in their work. I also try to keep the tone informal and friendly, which also puts the students at ease. This is usually followed by a focus on form and the necessary requirements; i.e. student‘s name and essay heading. For this age group, a great deal of attention needs to be given on each essay for the introduction, thesis statement and general organisation. Many of the students have difficulty in focusing on a strong thesis statement, so suggestions, ideas and reminders of what we have discussed, through models in class, are relayed on the video. I also refer to the relevant parts of the body paragraphs, to make the students think for themselves about what they have included (or not) to formulate a stronger argument or opinion. It is worth noting that I also come across to the students as quite critical of their work. However, in order to keep them motivated I always follow up any criticism with a positive remark concerning a well written sentence, a well thought out idea, or an interesting concept related to what we have discussed in class. The use of positive language and encouragement are welcomed, and considered particularly helpful by students. I also use rhetorical questions designed to elicit examples and suggestions from their own life experiences, in order to feel more connected to the topic. In essence, this allows the students to connect to their own feelings concerning the subject matter, thus allowing them the freedom to express themselves within the essay and create a voice.
Summary of Chapters
Introduction: Outlines the author's realization that traditional written feedback was failing to engage students, leading to the search for an alternative method via video feedback.
Teacher Feedback within Process Writing: Discusses the theoretical background of process writing and reviews literature highlighting the common dissatisfaction students feel with traditional feedback.
Indirect Feedback is less stifling: Argues for the benefits of indirect feedback as a means to encourage student reflection and active problem solving regarding their writing errors.
Written Feedback: a time for change?: Examines why young teenagers often disregard written feedback and posits the necessity for a shift in how feedback is presented.
The Emergence of E-Learning: Explores the shift toward active, student-centered learning facilitated by e-Learning and digital pedagogical tools.
Web 2.0: In support of the Pedagogy: Discusses the balanced integration of Web 2.0 technology, emphasizing that technology should remain a means to an end in teaching.
Screen-Recording Software: Describes the practical application of screen-recording tools to deliver personalized feedback on digital drafts.
Tone and Register in Video Feedback: Details the author's approach to maintaining an encouraging and informal tone while providing critical academic guidance via video.
The Time Needed for Video Feedback: Analyzes the efficiency of video feedback, arguing that it provides more dense and useful information in less time than traditional marking.
Teachers and the Software: Addresses the resistance among educators toward adopting new tools and suggests strategies to mitigate these concerns.
Pedagogical Considerations: Reflects on the broader implications of these technological shifts and the evolving role of the teacher as a guide and mentor.
Keywords
Video Feedback, Process Writing, ELT, E-Learning, Web 2.0, ICT, Teacher-Student Interaction, Student Engagement, Pedagogical Innovation, Screen-Recording Software, Learner Autonomy, Educational Technology, Second Language Acquisition, Feedback Practices, Digital Literacy.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the pedagogical implementation of video feedback as a more engaging and effective alternative to traditional written feedback for L2 students in the writing process.
What are the central themes discussed?
The central themes include the evolution of feedback methods, the integration of ICT in language classrooms, student-centered pedagogy, and the psychological impact of teacher commentary on student motivation.
What is the core objective of the research?
The core objective is to identify how teachers can use Web 2.0 technology to foster better engagement, promote student autonomy, and provide more meaningful guidance on academic essays.
Which methodology is employed in the study?
The author uses a classroom-based research approach, specifically analyzing his experience applying screen-recording software to provide video feedback to high school ESL students.
What topics are covered in the main section?
The main section covers the limitations of written feedback, the rise of e-Learning, practical aspects of using screen-recording software, and the vital importance of tone when providing digital critique.
What key terms characterize the study?
The study is characterized by terms such as video feedback, process writing, student engagement, e-Learning, and teacher-interventionist strategies.
Does the author recommend specific software?
No, the author deliberately avoids promoting one specific tool, instead encouraging educators to conduct a search for 'desktop recording software' to find the best free or paid option for their needs.
How does the author address teacher resistance to new technology?
The author argues that teachers should view technology as a means to provide more efficient and high-quality feedback, framing it as an instructional opportunity rather than an additional burden.
Why is the 'tone' of the feedback considered crucial?
The author emphasizes that maintaining an informal, friendly, and encouraging tone via video helps bridge the distance between teacher and student, making them more receptive to academic criticism.
Is video feedback more time-consuming than traditional marking?
No, the author suggests that providing approximately seven minutes of video feedback can generate much more helpful and dense content than the equivalent time spent on traditional written comments.
- Citation du texte
- David Mearns (Auteur), 2012, Do We Really Need Pen & Paper Anymore? Video Feedback Considered Within The Writing Process, Munich, GRIN Verlag, https://www.grin.com/document/190477
