Feedback in Distance Learning Programmes in Languages: Attitudes to Linguistic Faults and Implications for the Learning Process
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| Title: | Feedback in Distance Learning Programmes in Languages: Attitudes to Linguistic Faults and Implications for the Learning Process |
|---|---|
| Language: | English |
| Authors: | Ros i Sole, Cristina, Truman, Mike |
| Source: | Distance Education. Nov 2005 26(3):299-323. |
| Availability: | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Teaching Methods, Tutors, Open Universities, Feedback, Distance Education, Teacher Attitudes, Beliefs, Second Languages, Spanish, Teacher Student Relationship |
| ISSN: | 0158-7919 |
| Abstract: | In distance learning provision in languages, fault correction and feedback can facilitate teacher?student dialogue. This article examines teachers' beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism. |
| Abstractor: | Author |
| Number of References: | 42 |
| Entry Date: | 2005 |
| Access URL: | https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=W6377K382X66N506 |
| Accession Number: | EJ720948 |
| Database: | ERIC |
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| Abstract: | In distance learning provision in languages, fault correction and feedback can facilitate teacher?student dialogue. This article examines teachers' beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism. |
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| ISSN: | 0158-7919 |
