My LTSIG Talk: Using Multimodal Learner-Driven Feedback to Provide Sustainable Feedback on L2 Writing

Time for a little advertising! 😉

On October Thursday 5th October at 4.25pm UK time, I’ll be giving an online talk as part of the LTSIG /OllREN online conference and would be delighted to see you there!

Exploring efficient ways to give sustainable feedback on L2 writing is important because providing meticulous correction of language errors and hand-written summaries can be time-consuming and often seems less effective than desired. For feedback to be sustainable (i.e. effective long-term), it should be formative, interactive and impact on students’ future work (Carless et al 2011). Thus traditional, hand-written feedback practices may be inefficient at effecting sustainability. Integrating technology into feedback delivery has been shown to have potential in alleviating the situation, by stimulating students to engage with feedback they receive and enabling dialogues about their work.

Combining work into feedback on L2 writing with ideas promoted in higher education, I devised the Learner-Driven Feedback (LDF) procedure, where feedback is given by the teacher, but learners ‘drive’ how and on what they receive feedback: they can choose between various digital delivery modes and are required to pose questions about their work to which the tutor responds.

In this talk, I will summarise some recent literature which supports both the use of technologies such as email, audio recording, and text-editing software features, and responses to students’ individual queries in feedback procedures, before practically demonstrating LDF. I will refer to my own recently published article on LDF in EAP, and discuss my evaluation of its application in my teaching, providing compelling reasons and practical suggestions for its employment in various language teaching contexts. These discussions will also explore potential mechanisms underpinning the efficacy of multimodal approaches to making feedback more sustainable, in order to further aid teachers in making informed choices pertaining to their specific class groups. This includes topics such as learner autonomy, motivation, receptivity, learner-centredness and individualisation.

The talk is thus a combination of practical demonstration and theoretical background, of interest and relevance to a broad audience.

 

Reference: Carless, D., Salter, D., Yang, M., Lam, J., 2011. Developing sustainable
feedback practices. Studies in Higher Education, 36, 395–407.

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