Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021                          Pp.183 -198
DOI:https://dx.doi.org/10.24093/awej/covid.14

Full Paper PDF

Innovative Practices in Instructor E-feedback: A Case Study of E-feedback given in Three
Linguistic Courses during the COVID 19 Pandemic
 

Atef O. AbuSa’aleek
Department of English, College of Education,
Majmaah University, Saudi Arabia

Mohammad Shariq
Department of English and Translation,
College of Sciences and Arts, Methnab,
Qassim University, Saudi Arabia
Corresponding Author:m.aslam@qu.edu.sa

Received:  12/1/2020              Accepted: 3/10/2021                  Published:4/26/2021

Abstract:
This study aimed to investigate the instructor’s electronic feedback practices during the COVID 19 Pandemic in terms of the nature of the content of e-feedback, the formulation, the challenges, and the multimodal nature of the instructor’s e-feedback. This study used a qualitative case study to obtain data from the instructor’s e-feedback in three linguistic courses as delivered, practiced by the single English language instructor. The instructor’s e-feedback via Blackboard and WhatsApp platform and the follow-up interview were analyzed qualitatively. The findings indicate that (1) the highest number of instructor’s e-feedback focused on global issues as compared to local issues, (2) the instructor composed his e-feedback in the form of eight main categories: explanations, suggestions, clarifications, questioning, repetitions, statements, praises, and commands, (3) the instructor used more screencasts for providing e-feedback, followed by written and audio modes respectively. The thematic analysis (4) revealed the instructor’s positive impression on providing e-feedback through these interactive modes (written, audio, and screencast) and a range of challenging issues such as students’ preference issues, technical issues, timing issues, financial and areal issues. This study is significant because it provides us with a comprehensive picture of the patterns of the feedback content, the formulation of the e-feedback, the multimodality of the instructor’s e-feedback, and the significant issues that emerged from the instructor’s e-feedback practices. However, further research should include a relative group of instructors to determine the impact of e-feedback on learners.
Keywords: Blackboard, Covid-19 Pandemic, e-feedback, linguistics, screencast, WhatsApp

Cite as: AbuSa’aleek, A. O., &  Mohammad Shariq, M. (2021). Innovative Practices in Instructor E-feedback: A Case Study of E-feedback given in Three Linguistic Courses during the COVID 19 Pandemic.  Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 183 -198.
DOI: https://dx.doi.org/10.24093/awej/covid.14

References

AbuSeileek, A., & Abualsha’r, A. (2014). Using peer computer-mediated corrective feedback to support EFL learners’ writing. Language Learning & Technology18(1), 76-95.

Ai, H. (2017). Providing graduated corrective feedback in an intelligent computer-assisted language learning environment. ReCALL, 29(3), 313-334. https://doi.org/10.1017/S095834401700012X

Alharbi, M. A. (2019). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching14(3), 227-242. http://dx.doi.org/10.1080/17501229.2019.1572157

Alharbi, W. (2017). E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom. Journal of Educational Technology Systems46(2), 239-251. http://dx.doi.org/10.1177/0047239517697966

Ali, A. D. (2016). Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception. English Language Teaching9(8), 106-121. http://dx.doi.org/10.5539/elt.v9n8p106

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The modern language journal78(4), 465-483.

Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education37(4), 387-400.

Alvira, R. (2016). The impact of oral and written feedback on EFL writers with the use of screencasts. Profile Issues in Teachers Professional Development18(2), 79-92. http://dx.doi.org/10.15446/profile.v18n2.53397

Arslan, R. S. (2013). Integrating Feedback into Prospective English Language Teachers’ Writing Process via Blogs and Portfolios. Turkish Online Journal of Educational Technology-TOJET13(1), 131-150.

Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning & Technology, 24(1), 107–128. https://doi.org/10125/44712

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies2(2), 113-115. https://doi.org/10.1002/hbe2.191

Basabrin, A. (2019). Exploring EFL Instructors and Students Perceptions of Written Corrective Feedback on Blackboard Platform: A Case Study. Arab World English Journal, Special Issue 1: Application of Global ELT Practices in Saudi Arabia, 179-192. https://dx.doi.org/10.24093/awej/elt1.13

Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research5(4), 1-9. DOI: 10.29333/pr/7937

Borup, J., West, R. E., & Thomas, R. (2015). The impact of text versus video communication on instructor feedback in blended courses. Educational Technology Research and Development63(2), 161-184. https://doi.org/10.1007/s11423-015-9367-8

Cavaleri, M., Kawaguchi, S., Di Biase, B., & Power, C. (2019). How recorded audio-visual feedback can improve academic language support. Journal of University Teaching & Learning Practice16(4), 1-19.

Cavanaugh, A. J., & Song, L. (2014). Audio feedback versus written feedback: Instructors’ and students’ perspectives. Journal of Online Learning and Teaching10(1), 122-138

Chalmers, C., MacCallum, J., Mowat, E., & Fulton, N. (2014). Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education8(1), 64-73.

Chang, C., Kelly, J. C., Satar, H. M., & Strobl, C. (2017). Electronic feedback on second language writing: A retrospective and prospective essay on multimodality. Writing & Pedagogy, 9(3), 05–428 https://doi.org/10.1558/wap.32515

Cunningham, K. J. (2017). Appraisal as a framework for understanding multimodal electronic feedback: Positioning and purpose in screencast video and text feedback in ESL writing. Writing & Pedagogy9(3), 457–485. https://doi.org/10.1558/wap.31736

Cunningham, K. J. (2019). Student perceptions and use of technology-mediated text & screencast feedback in ESL writing. Computers & Composition, 52, 222-241. https://doi.org/10.1016/j.compcom.2019.02.003

Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education16(3), 211-224. https://doi.org/10.1177/1469787415589530

Dippold, D. (2009). Peer feedback through blogs: Student and tutor perceptions in an advanced German class. ReCALL21(1), 18-36.

Draissi, Z., & Yong, Q. Z. (2020). COVID-19 Outbreak Response Plan: Implementing Distance Education in Moroccan Universities.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3586783

Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals49(1), 58-74. http://dx.doi.org/10.1111/flan.12183

Ene, E., & Upton, T. A. (2014). Learner uptake of teacher electronic feedback in ESL composition. System46, 80-95. http://dx.doi.org/10.1016/j.system.2014.07.011

Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing41, 1-13. https://doi.org/10.1016/j.jslw.2018.05.005

Ghosn-Chelala, M., & Al-Chibani, W. (2018). Screencasting: supportive feedback for EFL remedial writing students. The International Journal of Information and Learning Technology, 35(3), 146-159.  https://doi.org/10.1108/IJILT-08-2017-0075

Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher, and student variables. In K. Hyland, & F. Hyland (Eds.). Feedback in second language writing: Contexts and issues (pp. 185–205). Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524742.012.

Gould, J., & Day, P. (2013). Hearing you loud and clear: student perspectives of audio feedback in higher education. Assessment & Evaluation in Higher Education38(5), 554-566. http://dx.doi.org/10.1080/02602938.2012.660131

Guasch, T., Espasa, A., & Martinez-Melo, M. (2018). The art of questioning in online learning environments: the potentialities of feedback in writing. Assessment & Evaluation in Higher Education44(1), 111-123. https://doi.org/10.1080/02602938.2018.1479373

Harper, F., Green, H., & Fernandez-Toro, M. (2012). Evaluating the integration of Jing® screencasts in feedback on written assignments. In 2012 15th International Conference on Interactive Collaborative Learning (ICL) (pp. 1-7). IEEE.

Harper, F., Green, H., & Fernandez-Toro, M. (2018). Using screencasts in the teaching of modern languages: Investigating the use of Jing® in feedback on written assignments. The Language Learning Journal46(3), 277-292. http://dx.doi.org/10.1080/09571736.2015.1061586

Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal. Australasian Journal of Educational Technology31(1), 51-66. DOI: https://doi.org/10.14742/ajet.1878

Henderson, M., Ryan, T., & Phillips, M. (2019). The challenges of feedback in higher education. Assessment & Evaluation in Higher Education44(8), 1237-1252. https://doi.org/10.1080/02602938.2019.1599815

Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language teaching39(2), 83-101, http://dx.doi.org/10.1017/S0261444806003399

Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in second language acquisition, 28,(1) 67-109.

London, J. (2019). Use of Asynchronous Audio Feedback in Discussion Boards With Online RN-BSN Students. Nurse educator44(6), 308-311. https://doi.org/10.1097/NNE.0000000000000633

Lunt, T., & Curran, J. (2010). ‘Are you listening please? The advantages of electronic audio feedback compared to written feedback. Assessment & evaluation in higher education35(7), 759-769. http://dx.doi.org/10.1080/02602930902977772

Mahoney, P., Macfarlane, S., & Ajjawi, R. (2019). A qualitative synthesis of video feedback in higher education. Teaching in Higher Education24(2), 157-179. https://doi.org/10.1080/13562517.2018.1471457

Merriam, S. B. (1988). Case study research in education: A qualitative approach. United State, Jossey-Bass.

Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for peer-then-teacher review on middle school students’ writing. Computers and Composition54, 1-16. https://doi.org/10.1016/j.compcom.2019.102524

Orlando, J. (2016). A comparison of text, voice, and screencasting feedback to online students. American Journal of Distance Education30(3), 156-166. http://dx.doi.org/10.1080/08923647.2016.1187472

Saeed, M. A., & Al Qunayeer, H. S. (2020). Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning. The Language Learning Journal, 1-18. https://doi.org/10.1080/09571736.2020.1786711

Saeed, M. A., & Ghazali, K. (2019). Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges. Teaching in Higher Education24(2), 180-196. https://doi.org/10.1080/13562517.2018.1471458

Shariq, M. (2020). Feedback and Speaking Skills in Task-Based Language Teaching: Proposed Corrective Measures for EFL Learners. Asian ESP Journal, 16(2.2), 232-248.

Silva, M. L. (2012). Camtasia in the classroom: Student attitudes and preferences for video commentary or Microsoft Word comments during the revision process. Computers and Composition, 29, 1–22. http://dx.doi.org/10.1016/j.compcom.2011.12.001

Stannard, R. (2008). Screen capture software for feedback in language education. In Proceedings of the Second International Wireless Ready Symposium, (pp. 16-20). NUCB Graduate School, Nagoya.

Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing writing11(1), 22-41. https://doi.org/10.1016/j.asw.2005.12.001

Susanti, A., & Tarmuji, A. (2016). Techniques of optimizing WhatsApp as an instructional tool for teaching EFL writing in Indonesian senior high schools. International Journal on Studies in English Language and Literature (IJSELL)4(10), 26-31. http://dx.doi.org/10.20431/2347-3134.0410005

Tseng, S.-S., & Yeh, H.-C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687

Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing18(4), 257-277. https://doi.org/10.1016/j.asw.2013.08.001

Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.

Yaku, A. D., & Aydın, S.  (2015): An experimental study on the effects of the use of blogs on EFL reading comprehension, 1-16 Innovation in Language Learning and Teaching, 11(1), 1-16.  http://dx.doi.org/10.1080/17501229.2015.1006634

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/covid.14 
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Dr. Atef AbuSa’aleek is an Assistant professor of Applied Linguistics, Department of English, College of Education, Majmaah University, Al-Majmaah, 11952, Saudi Arabia. His research interests are CALL, internet linguistics, electronic feedback, and EFL writing.
ORCID: https://orcid.org/0000-0002-4727-2455

Dr. Mohammad Shariq is an Assistant professor of Linguistics, Department of English & Translation, College of Sciences & Arts, Methnab, Qassim University, Qassim-Buraidah P.O. Box 6666-51452, KSA. His research interests are Theoretical, Descriptive and Applied Linguistics.  ORCID: https://orcid.org/0000-0003-3159-1002