learning - Academic Conferences Limited

Effectiveness and Learners’ Evaluation of Combining
Audio and Written Online Formative Feedback for
Language Learning
Rosario Kane-Iturrioz
Department of English and Languages, Faculty of Business Environment and
Society, University of Coventry, UK
r.kane-iturrioz@coventry.ac.uk
Abstract: Within the factors and drivers identified as leading assessment in higher education, feedback often
emerges as ‘the most powerful single influence’ (Gibbs & Simpson, 2004) on students’ engagement and
achievement. Although research on feedback is relatively new, in particular, that relating to audio feedback
technology, the results indicate that such has to be aligned with the assessment criteria and learning outcomes in
addition to being timely in order to respond to students’ expectations (Weaver, 2006). Furthermore, not all types
of tutor comments are equally useful as Walker (2009) reports. Price et al (2010) argue that “the learner is in the
best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides”
leading to the need for an improved student advice on how to understand and use feedback. This paper reports
on the development of a multi-faceted approach to providing formative feedback on a blended e-learning module.
The method combines immediate written feedback on web-based learning materials and formative online
assignments with near-immediate written and audio feedback through audio eMail technology (Wimba voice
eMail) regarding online oral tasks. The study was conducted over a period of four years using a multi-method
approach to qualitative and quantitative data collection and analyses from a total of 100 students studying
Spanish for Business at beginner’s level. The use of both written and audio feedback is welcomed by students
and seems to overcome some of the problems highlighted in previous research on formative assessment
regarding quality, detail and timing of feedback. Nevertheless, a few students reported technical difficulties and/or
misapprehension regarding the use on campus of audio eMail technology for oral assignments. The paper also
presents the results on the correlation between students’ grades and improvements on formative online
assignments and quality of feedback and concludes with reflections and advice on the introduction of audio
feedback in combination with other forms of formative feedback.
Keywords: effectiveness; online formative feedback; language learning; audio and written feedback; students’
evaluation
1. Introduction
The extensive review of literature on assessment performed by Gibbs & Simpson (2004)
demonstrated the strong link between assessment requirements and students’ learning strategies.
Other studies have highlighted the potential of information and communication technology in changing
students’ approaches to learning through appropriately designed assessments, a recent example
being the study by Kirkwood & Price (2008).
Research into technology-enhanced assessment has reported on the positive effects on student
retention, enhanced quality of feedback, flexibility in distance learning, strategies to deal with larger
student numbers, objectivity in marking and more effective use of virtual learning environments.
Within the factors identified as leading assessment in higher education, feedback often emerges as
‘the most powerful single influence’ (Gibbs & Simpson 2004) on students’ engagement and
achievement. Race (2006) postulates that in order to be effective in promoting learning, a formal
feedback strategy should be timely, constructive, motivational, personal, manageable and directly
related to the assessment criteria and learning outcomes.
Although research on feedback is relative new, the results indicate that such has to be aligned with
the assessment criteria and learning outcomes in addition to being timely in order respond to
students’ expectations (Weaver, 2006). Furthermore, not all types of tutor comments are equally
useful as Walker (2009) reports. Price et al (2010) argue that “the learner is in the best position to
judge the effectiveness of feedback, but may not always recognise the benefits it provides”
suggesting a need for improved student advice on how to understand and use feedback. Regarding
the application of audio feedback technology, this is a new development in higher education and the
limited number of research studies published seems to indicate a greater effectiveness over textbased
feedback, leading to positive perceptions from students and increased retentions rates (Lunt &
Curran, 2010).
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