'We Lose a Lot of Value': Feedback on English for Academic Purposes Speaking Skills in Online Teaching in a UK-China Joint-Venture University

Autor/inn/en	Sun, Qingyang; Yang, Zeyang
Titel	'We Lose a Lot of Value': Feedback on English for Academic Purposes Speaking Skills in Online Teaching in a UK-China Joint-Venture University
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 4, S.622-635 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Qingyang) ORCID (Yang, Zeyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1940838
Schlagwörter	Foreign Countries; Feedback (Response); Educational Methods; Academic Language; English (Second Language); Second Language Learning; Second Language Instruction; Online Courses; Writing (Composition); Student Attitudes; Computer Mediated Communication; Speech Skills; Synchronous Communication; Intercollegiate Cooperation; United Kingdom; China + Suchen Sie Ihr Suchwort? Ausland; Educational method; Erziehungsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Online course; Online-Kurs; Schreibübung; Schülerverhalten; Computerkonferenz; Mündliche Leistung; Sprachfertigkeit; Hochschulkooperation; Großbritannien
Abstract	Feedback practices for students' speaking activities in an online environment are very different from those on-site. This study investigated online feedback practices for speaking skills in a Sino-UK joint-venture university, as well as teachers and students' perceptions of the practices. Semi-structured interviews were conducted with four teachers and 11 students on a discipline-specific English for Academic Purposes (EAP) course. Overall, e-feedback was perceived as less effective than face-to-face feedback, which was mainly due to a lack of interpersonal ties. A range of specific e-feedback types was used; each type elicited both positive and negative perceptions, which were influenced by the nature of feedback type, opportunities for communication and psychological issues. This study concludes that for e-feedback to have the equal potential for clarifying expectations as face-to-face feedback, practitioners need to be well informed of the features of different types of e-feedback, and carefully choose the most appropriate type according to the learning outcomes and students' preferences. Students also need to develop an e-feedback literacy to fully use such feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01