Adult Beginner Distance Language Learner Perceptions and Use of Assignment Feedback

Autor/inn/en	Furnborough, Concha; Truman, Mike
Titel	Adult Beginner Distance Language Learner Perceptions and Use of Assignment Feedback
Quelle	In: Distance Education, 30 (2009) 3, S.399-418 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
Schlagwörter	Feedback (Response); Open Universities; Second Language Learning; Native Speakers; Adult Students; Student Attitudes; Second Language Instruction; College Instruction; Student Surveys; Spanish; French; German; Assignments; Student Reaction; Learning Strategies; Student Motivation; Educational Policy; Teaching Methods; Distance Education; Educational Technology; Computer Assisted Instruction; Electronic Learning; Technology Integration; Internet; Online Courses; Web Based Instruction; Virtual Classrooms; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Offene Universität; Zweitsprachenerwerb; Muttersprachler; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Fremdsprachenunterricht; Hochschullehre; Schülerbefragung; Spanisch; Französisch; Deutscher; Assignment; Auftrag; Zuweisung; Schülerkritik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Online course; Online-Kurs; Web Based Training; Ausland; Großbritannien
Abstract	This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10