learning - Academic Conferences Limited

Rosario Kane-Iturrioz
instant feedback led to spending “many unanticipated hours in front of the computer in pursuit of the
perfect score” (Segarra and Zapata, 2008). A few of the Progress Tests questions retained tutorbased
feedback in order to provide students with semi-structured activities that were too complex for
automatic computer feedback and required detailed explanation from the tutor. Students found the
combination of computer and tutor feedback very useful in subsequent years because this method
integrated the benefits of timely guidance with constructive feedback and information on how to
improve their performance (Felix, 2003).
The voice tools were integrated into the module’s homepage (VLE) and considered easy to use by
both students and the tutor. They were used by 40% to 50% of the students because it provided
opportunities to practice their oral skills through an online environment and they could also keep their
audio files for future reference by downloading them onto their computers or mobile phones. For the
tutor, the recorded audio files provided opportunities for comprehensive feedback. From a practical
perspective, it also facilitated internal and external moderation of students’ summative oral
assessments.
However, voice tools for oral practice were not universally welcomed. Approximately one third of the
students each year revealed reluctance about using computers to practice their oral skills. The
consistent feedback from these students was that they preferred to practice oral conversation in a
class-based setting with ‘real’ people. A further drawback mentioned by some students was that they
did not like being overheard by other students when using voice tools on-campus. These perceptions
showing a dislike by some students to computers as a medium for language learning and the
discomfort felt whilst recording on campus were also key features in a study of learner drop-out
reported by Stracke (2007). A larger proportion of the students only used the voice eMail tool for the
oral activities contained in the Progress Tests as preparation for the summative assessment.
In an earlier paper regarding learners’ experiences and perceptions of blended learning for languages
(Kane-Iturrioz, 2010), it was reported that the students’ learning experience was still mainly
determined by a traditional class-based model that did not foster independent learning skills. In the
current study, students referred to their difficulties in adjusting to a regular weekly online workload
very different from the learning pattern used in other modules where most of their study was linked to
assessments and exams. This corroborates the results of Murday et al. (2008) who also report
students’ problems regarding ‘self-regulation’ and its effect on timely study.
The final research question sought to determine whether the summative test corroborated students’
perceptions regarding the effectiveness of the module in improving their language skills. The results
reported indicate that students’ perceptions of such improvements in 2008-09 seem to mirror the only
change introduced in that year, that is, the reorganization of the Progress Tests. Those in 2010-11
could be attributed to the enhanced feedback provided in both materials and Progress Tests and also
to the change in the module’s schedule which gave students more time to develop their skills. Which
of these changes contributed more to the students’ perceptions cannot be ascertained from the
available data. The comparison of the trend in the mean scores and perception values seems to
indicate that they closely resemble each other in their incremental direction.
A minority of students expressed doubts regarding the appropriateness of an e-blended approach to
language learning. However, one of these students who had little confidence in using computers
stated, “it was incredibly hard ...but overall I did enjoy it and, you know, I have learnt a lot more
Spanish that I thought I would do”. Some students expressed the opinion that “.. for a language
module I think online is not the way”. Nevertheless, one of these found the module useful in helping
him to become a better independent learner, “I think that I know where I stand as an independent
learner, which really helps”.
5. Conclusion
Students highly appreciated the module’s assessment strategy designed to provide regular
opportunities for reflection on their online learning. The range of formative feedback offered was also
welcomed by students because of the combination of timeless provision of immediate computerbased
comments/hints and detailed commentary from the tutor. The first type of feedback encouraged
many students to engage with the online materials and also improved motivation through a better
understanding of the language and the test requirements. The second type, helped students to
appreciate their strengths and weaknesses and facilitated a deeper knowledge of the subject.
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