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Feedback on feedback – does it work?

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

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Feedback on feedback – does it work? / Speicher, Oranna; Stollhans, Sascha.
Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. ed. / Francesca Helm; Linda Bradley; Marta Guarda; Sylvie Thouësny. Dublin: Research-publishing.net, 2015. p. 507-511.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review

Harvard

Speicher, O & Stollhans, S 2015, Feedback on feedback – does it work? in FH, LB, M Guarda & S Thouësny (eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. Research-publishing.net, Dublin, pp. 507-511. https://doi.org/10.14705/rpnet.2015.000384

APA

Speicher, O., & Stollhans, S. (2015). Feedback on feedback – does it work? In F. H., L. B., M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 507-511). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000384

Vancouver

Speicher O, Stollhans S. Feedback on feedback – does it work? In FH, LB, Guarda M, Thouësny S, editors, Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. Dublin: Research-publishing.net. 2015. p. 507-511 doi: 10.14705/rpnet.2015.000384

Author

Speicher, Oranna ; Stollhans, Sascha. / Feedback on feedback – does it work?. Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy. editor / Francesca Helm ; Linda Bradley ; Marta Guarda ; Sylvie Thouësny. Dublin : Research-publishing.net, 2015. pp. 507-511

Bibtex

@inbook{1a41fb981e8d4de9a379e345696a7e7a,
title = "Feedback on feedback – does it work?",
abstract = "It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the results of a case study where students moved from passively receiving feedback to actively entering into a feedback dialogue with their language teachers: screencasts were used not only by the teachers to provide audio and visual feedback to students on their written work, but also by the students themselves to comment in depth on the feedback they had received. Participants in the case study were surveyed at the end of the semester, and we will report on the survey findings as well as discuss the limitations and implications of the case study. The paper will reflect on the potential role of technology in providing feedback, the effectiveness of elicitation feedback in the context of this case study and the students{\textquoteright} perception of the usefulness of creating their own screencasts in response to the feedback they have received.",
keywords = "feedback, screencasts, computer-mediated communication , CMC, student engagement, Language, Languages, linguistics, grammar, German, German language, Teaching, Teaching and learning, Higher education",
author = "Oranna Speicher and Sascha Stollhans",
year = "2015",
month = dec,
day = "2",
doi = "10.14705/rpnet.2015.000384",
language = "English",
isbn = "9781908416285",
pages = "507--511",
editor = "{Francesca Helm} and {Linda Bradley} and Marta Guarda and Sylvie Thou{\"e}sny",
booktitle = "Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy",
publisher = "Research-publishing.net",

}

RIS

TY - CHAP

T1 - Feedback on feedback – does it work?

AU - Speicher, Oranna

AU - Stollhans, Sascha

PY - 2015/12/2

Y1 - 2015/12/2

N2 - It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the results of a case study where students moved from passively receiving feedback to actively entering into a feedback dialogue with their language teachers: screencasts were used not only by the teachers to provide audio and visual feedback to students on their written work, but also by the students themselves to comment in depth on the feedback they had received. Participants in the case study were surveyed at the end of the semester, and we will report on the survey findings as well as discuss the limitations and implications of the case study. The paper will reflect on the potential role of technology in providing feedback, the effectiveness of elicitation feedback in the context of this case study and the students’ perception of the usefulness of creating their own screencasts in response to the feedback they have received.

AB - It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher (inter alia Abdous & Yoshimura, 2010; Brick & Holmes, 2008; Cann, 2007; Stannard, 2007). In this short paper we will report the results of a case study where students moved from passively receiving feedback to actively entering into a feedback dialogue with their language teachers: screencasts were used not only by the teachers to provide audio and visual feedback to students on their written work, but also by the students themselves to comment in depth on the feedback they had received. Participants in the case study were surveyed at the end of the semester, and we will report on the survey findings as well as discuss the limitations and implications of the case study. The paper will reflect on the potential role of technology in providing feedback, the effectiveness of elicitation feedback in the context of this case study and the students’ perception of the usefulness of creating their own screencasts in response to the feedback they have received.

KW - feedback

KW - screencasts

KW - computer-mediated communication

KW - CMC

KW - student engagement

KW - Language

KW - Languages

KW - linguistics

KW - grammar

KW - German

KW - German language

KW - Teaching

KW - Teaching and learning

KW - Higher education

U2 - 10.14705/rpnet.2015.000384

DO - 10.14705/rpnet.2015.000384

M3 - Chapter (peer-reviewed)

SN - 9781908416285

SP - 507

EP - 511

BT - Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy

A2 - , Francesca Helm

A2 - , Linda Bradley

A2 - Guarda, Marta

A2 - Thouësny, Sylvie

PB - Research-publishing.net

CY - Dublin

ER -