Providing effective support: Investigating feedback to distance language learners

Providing effective support: Investigating feedback to distance language learners

• Hyland, Fiona Dept. of Curriculum Studies, University of Hong Kong

Open Learning, 16(3), 233-247, 2001

Routledge

2001

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Distance Education Feedback Interaction Learning Processes Second Language Learning Student Attitudes Teacher Attitudes Open University of Hong Kong Training Needs

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education
• Adult Education

Interaction and feedback on performance are essential elements of the language learning process. On a distance-learning course, since opportunities for interaction may be limited, feedback plays a crucial role in opening and maintaining a dialogue between tutors and students. Using text analysis, questionnaire and interview data, this study explores both tutor and student perspectives on the feedback offered on a distance language course. It finds that there are considerable individual differences in the feedback offered by tutors and there is also variation in the type of feedback the students want and their reported uses of it. The article suggests that more training for both tutors and students is necessary to adequately exploit feedback's potential in a distance-learning context.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02680510120084959]

• English

Journal Articles

• 02680513

• 10.1080/02680510120084959

https://bibliography.lib.eduhk.hk/en/bibs/0b7819e9

2010-11-24