Giving Online Feedbackvs

Giving Paper Based Feedback

Ayhan DOGANIstanbul Bilgi University

ayhand@bilgi.edu.tr

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

FINDINGSThere 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.

THANK YOU! Ayhan Doğan

Istanbul Bilgi UniversityMay, 2010

ayhand@bilig.edu.tr