From https://englishwithjennifer.wordpress.com/2016/09/16/5-ways-to-make-feedback-on-writing-a-positive-experience/
(Posted by ENGLISHWITHJENNIFER on SEPTEMBER 16, 2016)
Online teaching is not always done in real
time. Some of my private instruction is now given through written
assignments. Students submit drafts and I provide feedback. We don’t schedule
live lessons, so that mainly leaves us with written communication: email,
comments, and track changes on documents. You may wonder how effective this
instruction can be and if either the student or I feel restricted by the
experience.
An academic session at
TESOL 2015 got me thinking about recording oral feedback. (Click to read some
of Nathan Hall’s suggestions.) Another presentation at TESOL
2016 reinforced my belief that such feedback has multiple benefits. (Click
to read aboutEffectiveness of Audio
Feedback for EFL Students in Online Courses.) I decided to make screencasts for my
writing students as another way of giving corrections and modeling the
writing process. I also realize I’m giving additional listening practice and
strengthening the student-teacher connection.
Like so many other
skills, from lesson planning to test design, the more you do it, the better you
get. I’ve compiled a list of good practices when recording oral feedback, be it
video or audio. It’s partly to keep myself in check because I need to use my
recording time more effectively and deliver a set of comments that’s concise
and well-balanced.
1. Guide the learner through multiple revisions. I know I shouldn’t give too much correction
in a single draft. Doing so can overwhelm a student. I often have to remind
myself to focus on different aspects in each revision. First, I address format
and overall structure. Then I might call attention to use of transitions within
a paragraph as well as vocabulary and grammar. A later revision can tackle
wordiness and the need to reduce repetition.
2. Balance teacher correction and self-correction. Even after all these years, there’s a
temptation to go about editing a text from beginning to end. But if there’s a
mistake repeated multiple times, the student will likely retain the
correction if he does it himself. Also, having too many corrections on a
page doesn’t create a positive impression, so I sometimes I correct a type of
grammar mistake, like articles in generic references, once or twice and
then highlight other instances. Then it’s up to the student to fix the
remaining mistakes.
3. Sprinkle in some praise at the right times. Too much cheering from the sidelines won’t
seem genuine, but feedback can’t be all about fixing mistakes and addressing
weaknesses. I love to see a student apply feedback from a previous assignment
to the current one. That’s certainly worth complimenting.
4. Take advantage of teachable moments. The focus may be on writing skills, but
there are times when pausing or digressing is worth it. Instead of suggesting a
replacement for a poor word choice, I might list the original choice along with
a new one, giving both definitions. Then the student must consider the
difference and choose. I’ve also searched for online explanations and writing
models to supplement my own. When I find a particularly good resource, I note
the link for the student. I want students to be aware of resources they can use
long after our lessons run their course.
5. Keep all forms of feedback at your disposal. Even in my screencasts I use track changes
and insert text comments. I probably do this to a lesser degree when
I’m giving oral feedback, but I like combining the two forms. For example, I
may make a track change but talk aloud as I’m considering how best to structure
a sentence. Then the student can see how I experiment and arrive at the newly
worded idea. I also still provide only written feedback on some drafts.
It can be challenging
to make an online learning experience meaningful. Based on my experience,
video – live or recorded – can help.
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