Tesol audiofeedback lo_cm_dw_2011_meloni[1]
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Transcript of Tesol audiofeedback lo_cm_dw_2011_meloni[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 forEnglish Language Education (TIRF)
Introduction
Audio feedback in online environments
Definition:
technique by which instructors record their comments in digital audible form and attach them to students’ assignment
Introduction
Community of Inquiry Framework
Social presenceCognitive presenceTeaching presence
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
Cognitive Presence
Definition:
The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse
Teaching Presence
Definition:
The design, facilitation, and direction of cognitive social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
Background
Past studies on audio feedback for L1
Past studies on audio feedback for L2
Audio feedback in online environments for L1 and L2
Background
Past studies on audio feedback for ESL/EFL:
Constructive feedback Teachers’ time ESL/EFL and instructional feedback
strategies ESL/EFL students and perceived sense of
presence in online environments
Purpose of the Study: RQ1
RQ1: Is there a significant difference between EFL and ESL students’ perceptions of audio and text feedback when receiving audio feedback from a NNS?
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?
Methods: Participants
14 ESL students in the US 25 EFL students in Russia Age: 18-45 years
31 female 8 male
Methods: Procedure
Procedure
Students placed in five groups
Students organized by characteristics and language proficiency
Methods: Procedure
Methods: Procedure
Methods: Data Collection
Quantitative data:
Audio feedback Likert-type post-course survey
CoI Likert-type post-course survey
Data Collection
Qualitative data:
Audio feedback open-ended questions post-course survey
Methods: Data Analysis Descriptive statistics
Qualitative analysis of students’ answers to the open-ended questions
An independent samples t-test with its non-parametric equivalent Mann-Whitney Test
Multiple regression analyses
Results: RQ1 Satisfaction with receiving audio
feedback
Perceptions of audio feedback over text feedback
Perceptions of instructor’s voice clarity when providing audio feedback
Results: RQ1 Students’ perceptions of audio and
text feedback based on age, gender and previous online learning experience
Students’ perceptions of instructor’s voice clarity and instructor’s intent when using audio feedback
Results: RQ1Qualitative analyses:
EFL ESL
54.50%
85.70%
Both Types of Feedback Receiving Preferences
Results: RQ1
EFL ESL
68.20%
57.10%
Audio Feedback and Course Involvement
Results: RQ1
EFL for Text ESL for Text and Both
47.60%
42.90%
Type of Feedback Ef-fectiveness
Results: RQ1
EFL for Positive ESL No Differences
59.10%
42.80%
Students' Reaction on Audio Feedback
Results: RQ1
EFL for Audio Feedback ESL for Text Feedback
36.40%
42.80%
Student's Motivation
Results: RQ1
EFL for Audio Feedback ESL for Text Feedback
77.30%
57.10%
Personal Type of Feedback
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.”
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.”
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.”
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.”
Results: RQ2
Perceptions of social presence
Perceptions of teaching presence
Perceptions of cognitive presence
Discussion
Preferences of ESL and EFL students
Audio feedback versus written feedback
Audio feedback and sense of presence
Conclusion
Effectiveness of audio feedback in online environments
Suggestions for future research