Do We Really Need Pen & Paper Anymore? Video Feedback Considered Within The Writing Process

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Do We Really Need Pen & Paper Anymore? Video Feedback Considered Within The Writing Process by David Mearns, GRIN Verlag
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: David Mearns ISBN: 9783656151210
Publisher: GRIN Verlag Publication: March 13, 2012
Imprint: GRIN Verlag Language: English
Author: David Mearns
ISBN: 9783656151210
Publisher: GRIN Verlag
Publication: March 13, 2012
Imprint: GRIN Verlag
Language: English

Essay from the year 2012 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, , language: English, abstract: The practice of giving feedback within the writing process has been the subject of many studies since the mid-1980s. The call for teachers to develop better feedback practices became apparent after studies showed that students have been generally less than satisfied with how teacher-student written feedback has been given. This chapter aims to identify how teachers may be able to offer feedback in a way that engages students, and presents them with clear messages that they will understand and appreciate. In order for this to be tangible in this context, the consideration and integration of alternative modes of learning through Information Communication Technologies (ICT) need to be realised. In particular, the use of Web 2.0 technology to assist in the writing process by giving students video feedback, instead of written feedback, on their draft papers. The primary epistemology of the proposed approach is consistent with students looking for improved methods of feedback they receive from teachers. This paper describes ongoing ICT-pedagogical practices for improving feedback given by teachers to students at high school level. The students aged fourteen-sixteen are members of a small Turkish high school population of around three hundred pupils. Based on my own classroom research, this paper focuses on feedback given on academic essays completed within the writing process, in order to discover how students respond to a different type of feedback than that to which they have been accustomed. I will also suggest that we, as ELT practitioners, find ways to move for a change to our feedback practices, and provide students with an alternative methodology that could lead to better student-engagement and focused writing practices within this context.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Essay from the year 2012 in the subject Pedagogy - Common Didactics, Educational Objectives, Methods, , language: English, abstract: The practice of giving feedback within the writing process has been the subject of many studies since the mid-1980s. The call for teachers to develop better feedback practices became apparent after studies showed that students have been generally less than satisfied with how teacher-student written feedback has been given. This chapter aims to identify how teachers may be able to offer feedback in a way that engages students, and presents them with clear messages that they will understand and appreciate. In order for this to be tangible in this context, the consideration and integration of alternative modes of learning through Information Communication Technologies (ICT) need to be realised. In particular, the use of Web 2.0 technology to assist in the writing process by giving students video feedback, instead of written feedback, on their draft papers. The primary epistemology of the proposed approach is consistent with students looking for improved methods of feedback they receive from teachers. This paper describes ongoing ICT-pedagogical practices for improving feedback given by teachers to students at high school level. The students aged fourteen-sixteen are members of a small Turkish high school population of around three hundred pupils. Based on my own classroom research, this paper focuses on feedback given on academic essays completed within the writing process, in order to discover how students respond to a different type of feedback than that to which they have been accustomed. I will also suggest that we, as ELT practitioners, find ways to move for a change to our feedback practices, and provide students with an alternative methodology that could lead to better student-engagement and focused writing practices within this context.

More books from GRIN Verlag

Cover of the book Kunst als Annäherung an das Absolute - E.T.A. Hoffmanns 'Der goldne Topf' by David Mearns
Cover of the book Paul Churchlands 'Eliminativer Materialismus' und seine Kritiker by David Mearns
Cover of the book Obdachlosigkeit und Drogensucht bei Männern by David Mearns
Cover of the book Gemeinsame Erinnerung oder geteilte Vergangenheit? by David Mearns
Cover of the book Krankenversicherung in der Russischen Föderation by David Mearns
Cover of the book Paul Tillichs religiöser Sozialismus by David Mearns
Cover of the book Der Verlauf des zweiten Punischen Krieges bis zur Schlacht bei Cannae by David Mearns
Cover of the book Die EuGH-Rechtsprechung zur Sitzverlegung by David Mearns
Cover of the book Creativity among Adolescents by David Mearns
Cover of the book Transkulturelle Medizin by David Mearns
Cover of the book William Kentridge. Zeno Writing by David Mearns
Cover of the book Unterrichtsentwurf am Beispiel des Plinius-Briefes VI,16 (Vesuvausbruch) by David Mearns
Cover of the book Economy and population of China in the last millennium by David Mearns
Cover of the book Ziele und Ablauf der Personalentwicklung für ältere Mitarbeiter by David Mearns
Cover of the book Mädchen und Jungen im mathematisch-naturwissenschaftlichen Unterricht by David Mearns
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy