This study examined the use of audio feedback compared to text feedback for English language learners. The researchers surveyed 39 students, including 14 ESL students in the US and 25 EFL students in Russia. Students received either audio or text feedback and completed surveys on their perceptions. Results showed that most students preferred audio feedback because it helped them feel more engaged and involved in the feedback process. Audio feedback allowed students to hear tone of voice and felt more like a real conversation. While both feedback types were viewed as effective, audio feedback better supported students' sense of social presence and motivation. The researchers suggest audio feedback may be particularly beneficial for online language learning environments.
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Tesol audiofeedback lo_cm_dw_2011_meloni[1]
1. The Effectiveness of Audio Feedback in Online Environments Larisa Olesova,Purdue University Christine MeloniNorthern Virginia Community College Donald Weasenforth Collin College TESOL 2011, New Orleans, LA This study is supported by The International Research Foundation for English Language Education (TIRF)
2. Introduction Audio feedback in online environments Definition: technique by which instructors record their comments in digital audible form and attach them to students’ assignment
4. Social Presence Definition: The ability of participants in a community of inquiry to project themselves socially and emotionally as “real” people through the medium of communication being used
5. Cognitive Presence Definition: The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse
6. Teaching Presence Definition: The design, facilitation, and direction of cognitive social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
7. Background Past studies on audio feedback for L1 Past studies on audio feedback for L2 Audio feedback in online environments for L1 and L2
12. Purpose of the Study: RQ2 RQ2: Is there a difference between EFL and ESL students’ perceptions of their sense of presence when receiving audio feedback from a NNS?
13. Methods: Participants 14 ESL students in the US 25 EFL students in Russia Age: 18-45 years 31 female 8 male
31. Results: RQ1 An EFL student responded: “I think written comments are very clear, but audio is better, because you can hear intonations.” versus An ESL student: “The fact that is the instructor voice does not make any different.”
32. Results: RQ1 “It feel me more involved because it seems like I have real conversation with my instructor,” and “I think it is because you are listening to the teacher, so in a way you feel as if you were in a classroom.”
33. Results: RQ1 From an EFL student,: “Audio comments made me feel more involved into the process, so on receiving such an audio feedback you start to think that your work is needful and your opinion is valuable.” From an ESL student: “It is true that we listen to someone who talks to us more than a silent paper, so we get more from audio.”
34. Results: RQ1 From an EFL student: “I think that both types are very important, but audio comments influenced my motivation more.” An ESL student said: “I think both are effective. For me the difference is the kind of student that we are.”
