Exploring Teacher Interactive E-Feedback on Students' Writing through Google Docs: Factors Promoting Interactivity and Potential for Learning

Autor/inn/en	Saeed, Murad Abdu; Al Qunayeer, Huda Suleiman
Titel	Exploring Teacher Interactive E-Feedback on Students' Writing through Google Docs: Factors Promoting Interactivity and Potential for Learning
Quelle	In: Language Learning Journal, 50 (2022) 3, S.360-377 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saeed, Murad Abdu) ORCID (Al Qunayeer, Huda Suleiman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1786711
Schlagwörter	Teacher Student Relationship; Feedback (Response); Computer Software; Writing Instruction; Revision (Written Composition); Computer Mediated Communication; Undergraduate Students; State Universities; Linguistics; Foreign Countries; Accuracy; Academic Language; Discourse Analysis; College Faculty; Error Correction; Writing Evaluation; Dialogs (Language); Malaysia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Korrektur; Computerkonferenz; Staatliche Universität; Linguistik; Ausland; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Diskursanalyse; Fakultät; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Teacher feedback has been reported to be challenging for learners to understand and use productively in revising their writing, especially when it is provided in a monologic manner. There have thus been calls for teachers to ensure feedback is more 'dialogic' or 'interactive', encouraging students to become active respondents to feedback rather than mere receivers of it. However, teacher dialogic/interactive feedback in face-to-face settings may be time-consuming and demanding for teachers. This motivated us to think of how electronic (e-)feedback practices could be made more interactive through the use of technological tools. This study, based on the instructor's written feedback on 10 undergraduates' L2 academic writing for a course in language and linguistics in a Malaysian public university, identifies several factors clustered under three dimensions: teacher-related, task-related and learner-related factors that promote teacher-learner interactions in teacher e-feedback in Google Docs. Interactive feedback also contributed to students' discussion of issues in their writing, engagement in accurate text revisions and negotiation of feedback. The study discusses pedagogical implications for instructors in promoting interactive feedback practices in writing courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01