Academic Literacy Development: Does Video Commentary Feedback Lead to Greater Engagement and Response than Conventional Written Feedback?
|Published online: April 25, 2014
Widespread dissatisfaction of higher education students with feedback highlights the effectiveness of feedback practices as a crucial area for the development of academic literacy (e.g. Price et al. 2011). Recent studies examining the feedback provision to students in higher education identify lack of engagement with feedback and the quality of feedback received as issues of concern. This exploratory Australian case study investigates the effect of feedback on the development of undergraduate students’ academic literacy focusing on whether the use of screen-capture video enhances students’ uptake of feedback in comparison to conventional written feedback. Analysis of the students’ revisions after receiving feedback revealed that 89% of the video comments led students to make a ‘positive change’ in terms of language use and text organization, compared to 72% of the written comments. The use of video also appears to resolve many of the problems in relation to quality of feedback and engagement of students. Results suggest several important implications for feedback provision on academic writing and would invite wider applicability across the disciplines.
||literacies learning, Academic Literacy, Feedback, Screen-capture
The International Journal of Literacies, Volume 20, Issue 3, April 2014, pp.19-38.
Article: Print (Spiral Bound).
Published online: April 25, 2014 (Article: Electronic (PDF File; 1.214MB)).
Senior Lecturer, Acting Head of School, School of Humanities & Languages, University of Western Sydney, Sydney, NSW, Australia
I am currently Senior Lecturer in Second Language Acquisition and Italian, School of Humanities and Languages, University of Western Sydney. My research interests are in SLA and theory construction in that field with a focus on further development in Processability Theory (Pienamann 1998, Pienemann, Di Biase & Kawaguchi 2005) and its cross-linguistic application and applications of PT to areas of practice particularly Language Learning and Teaching, Skills Development and Working Memory and the relationship between CALL and Language Learning.
Senior Lecturer, School of Humanities and Communication Arts, University of Western Sydney, Sydney, NSW, Australia
Satomi Kawaguchi teaches Japanese, Second Language Acquisition and Research Methods in Languages & Linguistics at the University of Western Sydney. She has published many articles on Processability Theory and language learning, particularly Japanese L2. Her expertise includes theory-practice connections. She received a 2010 Australian Teaching & Learning Council (ALTC) Citation for Outstanding Contributions to Student Learning for “Using second language acquisition research, new communication technologies and pedagogy to motivate, inspire and engage students of Japanese for better learning outcomes.”
Academic Skills Advisor, Academic Development Office, Australian College of Physical Education, Sydney, NSW, Australia
Michelle has been an English language and literacy teacher since 2007 and has taught a variety of courses and a diversity of students including newly-arrived adult migrants, international students and TAFE and university students. She currently teaches academic literacy at the Australian College of Physical Education and a TESOL subject at the University of Western Sydney to trainee teachers. She is extremely passionate about helping students reach their educational goals, and is inspired by her students' success.