Journal ArticleDOI
Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations
TLDR
This article studied how feedback dialogue occurs and contributes to learners' uptake in a learner-to-learner dialog system, using 28 pairs of learners' feedback dialogue pairs in a supervised setting.Abstract:
Despite contemporary research calls for promoting learners’ feedback dialogue, how feedback dialogue occurs and contributes to learners’ uptake has been little addressed. This study on 28 pairs of ...read more
Citations
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Exploring the impact of teacher feedback modes and features on students' text revisions in writing
TL;DR: In this paper , the authors investigated the quantity and quality of students' integration of teacher feedback in relation to its modes and features and found that students took up 83.52% of the teacher feedback provided to them with quality of integration measured at 68.46%.
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ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies.
Rong Yu,Luxin Yang +1 more
TL;DR: This paper reviewed 64 articles appearing in high-ranking journals during 2010-2021 in terms of research methodology, theoretical framework and main findings and indicated a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to teacher written feedback.
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An alternative digital feedback through screencast: blended learning practices on academic writing
TL;DR: In this paper , screencast feedback was used as alternative digital feedback in the academic writing class throughout blended learning, screencast was investigated in classroom action research with three cycles and the results showed that screencast is successfully implemented and evidenced to enhance students' writing skills.
Journal ArticleDOI
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing
TL;DR: In this article , the authors attempted to overcome these challenges by engaging 15 dyads of Saudi EFL learners in technology-mediated peer dialogue around teacher feedback at the review stage of collaborative writing of argumentative essays over one semester.
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Exploring students’ strategy-related beliefs and their mediation on strategies to act on feedback in L2 writing
TL;DR: In this article , a case study aimed to examine students' strategy-related beliefs about feedback in L2 writing and how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies.
References
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Journal ArticleDOI
Rethinking feedback practices in higher education: a peer review perspective
TL;DR: For instance, this article found that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers and, through a reflective process, about their own work, and that it involves them in both invoking and applying criteria to explain those judgements.
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Supporting Second Language Writing Using Multimodal Feedback
Idoia Elola,Ana Oskoz +1 more
TL;DR: This article examined the extent to which tools influence how instructors provide written and oral comments, and whether receiving oral or written feedback influences the nature of learners' revisions, and found that learners tended to prefer the oral feedback for global aspects, such as content, structure, and organization, and the written feedback for form.
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Dialogue within peer feedback processes: clarification and negotiation of meaning
TL;DR: In this paper, the authors build on ideas of feedback as dialogue to study how students learn in the process of peer feedback and how they learn to adapt to peer feedback in the learning process.
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Managing dialogic use of exemplars
TL;DR: This article investigated the role of dialogue in supporting students to develop their appreciation of the nature of quality work and found that the teacher prioritised student talk and withheld his own evaluative judgements in the management of the discussion.
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Feedback as dialogue: exploring the links between formative assessment and social software in distance learning
TL;DR: It is claimed that the social dimensions of emerging technologies – specifically, blogs and wikis – allow for formative assessment practices to be re‐invented or at the very least facilitated by essentially participative and student‐focussed interventions.