Teacher Written vs. Audio Feedback on Undergraduates’ Written Assignments
DOI:
https://doi.org/10.17507/tpls.1112.08Keywords:
feedback, audio feedback, written feedback, peer review, L2 writingAbstract
Due to the importance of instructor’s feedback on students’ written assignment as part of formative assessment and the relatively new way of delivering audio feedback, this case study aimed to explore instructor’s audio vs. written feedback provided on 15 pairs of undergraduates’ written tasks through Google Docs over an academic semester in a Saudi public university. The data was collected from actual feedback comments in both modes and follow-up interviews with the students. The content analysis of feedback revealed that audio feedback differed from written feedback in terms of quantity and content. Despite the potential of audio feedback revealed through the content analysis, the majority of students (16) preferred written feedback over audio feedback for its clarity, easiness, easy access to feedback and its focus on a certain issue in the assignments, whereas 14 of them preferred audio feedback. Several challenges highlighted by the students, including its length and detailed instruction and the difficulty in accessing it served as good points for several pedagogical implications for instructors in this study.
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