A Quantitative Analysis of Audiotaped and Written Feedback Produced for Students' Writing and Students' Perceptions of the Two Feedback Methods.

Autor/in	Huang, Su-yueh
Titel	A Quantitative Analysis of Audiotaped and Written Feedback Produced for Students' Writing and Students' Perceptions of the Two Feedback Methods.
Quelle	In: Tunghai Journal, 41 (2000), S.199-232 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Audiotape Recordings; Audiovisual Instruction; College Students; Comparative Analysis; English (Second Language); Feedback; Foreign Countries; Higher Education; Participant Observation; Questionnaires; Second Language Instruction; Second Language Learning; Teacher Researchers; Teaching Methods; Writing (Composition); Writing Instruction; Written Language + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teilnehmende Beobachtung; Fragebogen; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Schreibunterricht; Geschriebene Sprache
Abstract	This study compares the effectiveness of audio-taped feedback (ATF) with traditional written feedback (WF). Its focus is on the ATF and WF provided to 23 college sophomore English majors at a Taiwan university. Students were also asked at the end of the academic year to evaluate and compare both ATF and WF from their perspective. It is concluded that both the combined and ATF methods were much more efficient than the WF-only method in terms of the quantity of feedback. In addition, the students viewed ATF more favorably than WF. Findings from this study argue strongly for the use of ATF over WF. It is preferred by students and is more efficient in terms of the teachers' time. When using ATF, the teacher seemed to discuss writing problems more thoroughly and provided more detail than when using WF. (Contains 20 references.) (KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01