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Giving Online Feedbackvs
Giving Paper Based Feedback
Ayhan DOGANIstanbul Bilgi University
Having a tendency to incorporate technology into lear◦ Teaching English to “digital natives” (Prensky, 2001) after a
“microelectronic revolution” (Lindenau, 1984).
Looking for ways to motivate digital natives (Warschaver, 2002; Greenfield, 2003)
Discovering .com Creating my own network, MY BILGI
http://bilgiprep.ning.com
Introducing MY BILGI to my summer school students
WHERE DID THAT IDEA COME FROM?
I used MY BILGI to encourage my Ss
INVOLVING THE STUDENTS
◦ to share ideas in the discussion board
◦ to interact with each other in English outside the classroom settings
◦ to learn from each other
◦ to get use of some resources outside the classroom
◦ to be more autonomous learners
INVOLVING THE STUDENTS
◦ to learn what was assigned
INVOLVING THE STUDENTS
Teacher, I forgot what my
assignment was.
◦ to play interactive ESL/EFL games
◦ to practice while having fun
INVOLVING THE STUDENTS
◦ to watch ESL/EFL videos
◦ to add videos of their interest
INVOLVING THE STUDENTS
◦ to share photos and comment on them
◦ to establish a sense of community
INVOLVING THE STUDENTS
◦ to chat with classmates and the teacher when online
INVOLVING THE STUDENTS
WHY NOT USİNG “MY BİLGİ” TO MAKE
WRİTİNG MORE FUN?
OKAY BUT ...
HOW CAN İ GİVE FEEDBACK?
HOW WİLL THE STUDENTS
BENEFİT FROM THİS?
HOW ABOUT DRAFTİNG?
Why not using the “discussion board” as a medium to assign written tasks and give online feedbak?
Giving the First Task
Students got it! They received online feedback and corrected their errors.
How was the interaction between the
teacher and students during the feedback
process?
Student-Student Interaction
WAS İT REALLY WORTH THE
EFFORT?HOW CAN İ
KNOW THAT?
SHOULD I INTERVIEW MY
STUDENTS?
SHOULD I GIVE SS A SURVEY?
HOW CAN I MEASURE THE
OUTPUT?
ACTION RESEARCH
To see◦ if online feedback affects Ss writing score on the level
Achievement Test,
◦ if Ss benefit from doing the written tasks online,
◦ if receiving online feedback without error correction codes affects their learning
◦ if the student-student interaction while doing the online tasks affects their writing performance
OBJECTIVES
PARTICIPANTS SUBJECT GROUP
◦ First year at university
◦ Age ranging from18 to 27
◦ Prep students
◦ Level 1 (beginner)
◦ BILET writing score 25/25
◦ 21 students◦ Almost all have a PC at home or
in the dorm.
CONTROL GROUP
◦ First year at university
◦ Age ranging from 18 to 23
◦ Prep students
◦ Level 1 (beginner)
◦ BILET writing score 25/25
◦ 23 students
◦ Not a member of MY BILGI
PROCEDURE SUBJECT GROUP
◦ Became a member of MY BILGI
◦ Given the same written tasks
◦ Given the same tests and quizzes
◦ Did the written tasks online.
◦ Received online feedback.
◦ Informal interview
CONTROL GROUP
◦ Not a member of MY BILGI
◦ Given the same written tasks
◦ Given the same tests and quizzes
◦ Did the written tasks on paper.
◦ Received paper based feedback.
DATA COLLECTION SUBJECT GROUP
◦ Data collected for two months
◦ BILET writing scores
◦ Writing quizzes results
◦ Achievement Test writing scores
◦ Survey results
◦ Informal interview
CONTROL GROUP
◦ Data collected for two months
◦ BILET writing scores
◦ Writing quizzes results
◦ Achievement Test writing scores
◦ Informal interview with the class
teacher
SPSS to analyze data
BILET Writing scores T-test
Means and standard deviation differences between the groups
SURVEY 15 questions on the use of MY BILGI
DATA ANALYSIS
FINDINGS
There is an approximately 8 points difference between the means of the both groups in the final exam.
FINDINGSAs the p number of the final exam is 0,332 which is greater than 0,05, the difference between the means is not significant.
SURVEY FINDINGS75% of the Ss believe that MY BILGI helps them in their English
learning process.
51% of the Ss find doing the written tasks online easier, however 44% of Ss partly agree with this.
SURVEY FINDINGSWhen asked why they mostly go online, all the students agreed that they get online to learn their assignments, to do
the written tasks, to read the teacher’s feedback and write the second draft.
SURVEY FINDINGS72% of the Ss read the assignments their classmates have
posted.
75% of the Ss think that they benefit from reading each other’s assignments online.
SURVEY FINDINGS89% of the Ss believe that they benefit from receiving online
feedback.
89% of the Ss state that they try not to do the same mistakes upon reading teacher’s feedback to a classmate’s task.
SURVEY FINDINGS61% of the Ss believe that when their classmates comment on
their online posts, they learn better.
78% of the Ss feel that they learn something each time they get online on MY BILGI.
SURVEY FINDINGS68% of the Ss think that chatting with the teacher and
classmates online affects their language learning positively.
58% of the Ss state that they get use of the resources on MY BILGI. 37% of Ss partly agree with that.
CONCLUSION Although the subject group has a higher writing
average in the Achievement Test, the difference is not found significant.
However, the survey results show that students feel they benefit from MY BILGI in different ways.
Thus, we can conclude that it favorably affects student’s learning.
