2006 International Symposium of Computer Assisted Language Learning,June 2-4, Beijing China Tutor...

2006 International Symposium of Computer Assisted Language Learning,June 2-4, Beijing China

Tutor feedback in online Tutor feedback in online English language learning: English language learning:

tutor perceptionstutor perceptions Jinlan TangJinlan Tang

Institute of Online Education, Beijing Foreign Studies UniversityInstitute of Online Education, Beijing Foreign Studies UniversityColin HarrisonColin Harrison

School of Education/ Learning Sciences Research Institute, University of School of Education/ Learning Sciences Research Institute, University of NottinghamNottinghamTony FisherTony Fisher

School of Education/ Learning Sciences Research Institute, University of School of Education/ Learning Sciences Research Institute, University of Nottingham Nottingham


OutlineOutline

IntroductionIntroduction Research QuestionsResearch Questions Research MethodsResearch Methods ResultsResults ConclusionConclusion


IntroductionIntroduction


Importance of feedback (1)Importance of feedback (1)

Feedback, a key element in formative assessment, Feedback, a key element in formative assessment, was deemed as “the life-blood of learning” (Rownwas deemed as “the life-blood of learning” (Rowntree, 1987:24). tree, 1987:24).

In a comprehensive review of 87 meta-analyses of In a comprehensive review of 87 meta-analyses of studies of what affected students’ achievement, Hastudies of what affected students’ achievement, Hattie (1987) concluded that the most powerful singlttie (1987) concluded that the most powerful single influence was feedback.e influence was feedback.


Importance of feedback (2)Importance of feedback (2)

Similarly, Black and Wiliam’s (1998) broad revieSimilarly, Black and Wiliam’s (1998) broad review of 250 studies of formative assessment with feew of 250 studies of formative assessment with feedback underscored the extraordinarily consistent pdback underscored the extraordinarily consistent positive effects that feedback exerted on learning coositive effects that feedback exerted on learning compared with other interventions designed to imprompared with other interventions designed to impro

ve learning.ve learning.


Feedback in the online Feedback in the online education contexts(1)education contexts(1)

Feedback provision was of more importance to Feedback provision was of more importance to distance language learners in that it might be their distance language learners in that it might be their only chance of acquiring information about their only chance of acquiring information about their performance (Morgan & O’Reilly, 1999; Hyland, performance (Morgan & O’Reilly, 1999; Hyland,

2001).2001).


Feedback in the online education Feedback in the online education contexts (2)contexts (2)

A prerequisite to enhance tutor feedback provision in A prerequisite to enhance tutor feedback provision in the distance language learning or the e-learning the distance language learning or the e-learning context arguably might be to obtain an understanding context arguably might be to obtain an understanding of tutor present practices and perceptions on of tutor present practices and perceptions on feedback.feedback.

Have tutors, as we expect, realized the importance of Have tutors, as we expect, realized the importance of

feedback? This research was designed with the feedback? This research was designed with the purpose in mind.purpose in mind.


Research QuestionsResearch Questions

The study intended to investigate:The study intended to investigate:

What are online tutors’ perceptions of roles and the What are online tutors’ perceptions of roles and the importance of tutor feedback in learning?importance of tutor feedback in learning?

What are their dispositions toward assignment marking What are their dispositions toward assignment marking and previous experiences of being trained on providing and previous experiences of being trained on providing feedback in the e-learning environment?feedback in the e-learning environment?

What their perceptions of good tutor feedback practice?What their perceptions of good tutor feedback practice?


Research MethodResearch Method

Research MethodResearch Method A web-based questionnaireA web-based questionnaire

The Participants The Participants Fifty-two tutors teaching the same course in the Fifty-two tutors teaching the same course in the

third-year post-diploma BA program at an online third-year post-diploma BA program at an online institute of English language education in Beijing. institute of English language education in Beijing.


The Questionnaire (1)The Questionnaire (1)

The tutor questionnaire consisted of five sections, 41 The tutor questionnaire consisted of five sections, 41 questions in total. questions in total.

1--- basic information about the tutors themselves 1--- basic information about the tutors themselves

2--- tutor perceptions on tutor feedback in general 2--- tutor perceptions on tutor feedback in general

3--- tutor usual practices in marking assignments3--- tutor usual practices in marking assignments

4--- tutor attitudes toward training on assignment marking 4--- tutor attitudes toward training on assignment marking

5---tutor perceptions of most effective feedback 5---tutor perceptions of most effective feedback


The Questionnaire (2)The Questionnaire (2)

Administration of the online questionnaire:Administration of the online questionnaire:

The questionnaire was prepared in English and was The questionnaire was prepared in English and was piloted to a group of tutors proceeding its actual piloted to a group of tutors proceeding its actual implementation to increase the reliability, validity and implementation to increase the reliability, validity and practicability of the questionnaire (Oppenheim,1992; practicability of the questionnaire (Oppenheim,1992; Morrison, 1993);Morrison, 1993);

It was administered online from 31st September to 30th It was administered online from 31st September to 30th October, 2005. 52 tutors out of 55 tutors filled in the October, 2005. 52 tutors out of 55 tutors filled in the questionnaire. The return rate was 95%. questionnaire. The return rate was 95%.


The online questionnaire --- The online questionnaire --- A demoA demo


ResultsResults

Results based on the descriptive statisticsResults based on the descriptive statistics

Results based on the factor analysisResults based on the factor analysis


ResultsResults

Results based on the descriptive statisticsResults based on the descriptive statistics


1 Basic information about 1 Basic information about tutorstutors

Gender:Gender: 24 were males, 28 were females24 were males, 28 were females

Age:Age: 26 - 64 years old26 - 64 years old

Teaching Teaching experiences:experiences:

2 months - 40 years2 months - 40 years

Teaching positions:Teaching positions: lecturers (61.5%)lecturers (61.5%) associate professors (25%)associate professors (25%)

teaching assistants (7.7%)teaching assistants (7.7%)

professors (5.8%)professors (5.8%)


2 Tutor perceptions about 2 Tutor perceptions about tutor feedback practice (1)tutor feedback practice (1)

Areas of consensus:Areas of consensus: Students believed the most important feedback was Students believed the most important feedback was

their scores;their scores; Detailed tutor feedback exerted positive influence Detailed tutor feedback exerted positive influence

on students’ subsequent achievements; on students’ subsequent achievements; Feedback was helpful to students and students Feedback was helpful to students and students

needed feedback in order to understand why they needed feedback in order to understand why they had made the mistakes. had made the mistakes.


2 Tutor perceptions about 2 Tutor perceptions about tutor feedback practice (2)tutor feedback practice (2)

Areas of disagreement:Areas of disagreement:

Whether it was a waste of time to provide feedback Whether it was a waste of time to provide feedback because most students would only care about scores;because most students would only care about scores;

Whether a good piece of work needed detailed feedback;Whether a good piece of work needed detailed feedback;

Whether good students needed much tutor feedback.Whether good students needed much tutor feedback.


3 Marking dispositions (1)3 Marking dispositions (1)

Areas of convergence:Areas of convergence:

The majority of them did not provide a score only The majority of them did not provide a score only when marking; when marking;

2/3 of them thought it was not important to correct 2/3 of them thought it was not important to correct every mistake students had made; every mistake students had made;

2/3 of the tutors would put a question mark at the 2/3 of the tutors would put a question mark at the places where the meaning was not clear;places where the meaning was not clear;


3. Marking dispositions (2)3. Marking dispositions (2)

Areas of divergence:Areas of divergence:

Half of the tutors were not sure of whether students Half of the tutors were not sure of whether students read and make use of the feedback provided; read and make use of the feedback provided;

Half of the tutors tended to use marking codes such as Half of the tutors tended to use marking codes such as gr. and sp. in marking;gr. and sp. in marking;

Nearly half of the tutors adopted global marking Nearly half of the tutors adopted global marking approach (i.e. focusing on global areas and providing approach (i.e. focusing on global areas and providing a summary comment); a summary comment);

Nearly half of the tutors under investigation reported Nearly half of the tutors under investigation reported underlining all the errors in marking.underlining all the errors in marking.


4. Attitudes toward tutor 4. Attitudes toward tutor trainingtraining

The majority of them maintained that training was The majority of them maintained that training was needed in marking assignments;needed in marking assignments;

Less than 20% of the tutors admitted that they never Less than 20% of the tutors admitted that they never had any training in marking assignments, while the had any training in marking assignments, while the majority did receive some training;majority did receive some training;

However, more than 2/3 of the tutors (76.9%) held However, more than 2/3 of the tutors (76.9%) held that they could mark well so long as marking criteria that they could mark well so long as marking criteria were provided; were provided;

Over 80% of the tutors maintained that it could be Over 80% of the tutors maintained that it could be helpful to engage in discussions with other colleagues helpful to engage in discussions with other colleagues when marking assignments.when marking assignments.


5. Tutor perceptions of 5. Tutor perceptions of most effective feedback (1)most effective feedback (1)

Which was the most important characteristic of Which was the most important characteristic of good tutor feedback?good tutor feedback?

Focus on the areas that learners are really in need of Focus on the areas that learners are really in need of help;help;

Be timely;Be timely; Focus on students’ performance and their learning.Focus on students’ performance and their learning.


5. Tutor perceptions of 5. Tutor perceptions of most effective feedback (2)most effective feedback (2)

Which was the most important purpose for good Which was the most important purpose for good tutor feedback? tutor feedback?

Prompt further study;Prompt further study; Encourage positive motivational beliefs and self-Encourage positive motivational beliefs and self-

esteem;esteem; Help clarify what good performance is (goals, Help clarify what good performance is (goals,

criteria, and expected standards). criteria, and expected standards).


ResultsResults

Results based on factor analysisResults based on factor analysis


Three factorsThree factors

Three factorsThree factors are identified. are identified.

They have high reliability scores and are found to be They have high reliability scores and are found to be statistically significant. statistically significant. Reliability dataReliability data..

Total Variance ExplainedTotal Variance Explained


What are the three factors?What are the three factors?

Component Matrix Component Matrix data show the three factors in data show the three factors in action.action.

The three factors actually refer to the three types of The three factors actually refer to the three types of tutors.tutors.


Factor 1Factor 1

Factor 1 (type of tutors)Factor 1 (type of tutors)::

Traditional, global and autonomous type of tutors, Traditional, global and autonomous type of tutors, who preferred a score-only marking approach and did who preferred a score-only marking approach and did

not expect to provide individual guidance.not expect to provide individual guidance.


Factor 2Factor 2

Factor 2 (type of tutors):Factor 2 (type of tutors):

Student-centered tutors, who disliked the score-only Student-centered tutors, who disliked the score-only approach and believed that students needed feedback approach and believed that students needed feedback in order to improve.in order to improve.


Factor 3Factor 3

Factor 3 (type of tutors):Factor 3 (type of tutors):

They are tutors who had traditional views (for They are tutors who had traditional views (for

example, they were against the idea of being told example, they were against the idea of being told about how to mark assignments), but this group about how to mark assignments), but this group favored local rather than global feedback (for favored local rather than global feedback (for example detailed correction of grammatical errors).example detailed correction of grammatical errors).


ConclusionConclusion

The research findings yielded a complex picture of The research findings yielded a complex picture of tutor types and of tutor perceptions toward tutor tutor types and of tutor perceptions toward tutor feedback, with significant implications for the design feedback, with significant implications for the design of subsequent tutor training programs and feedback of subsequent tutor training programs and feedback provision in the e-learning environment.provision in the e-learning environment.


Thank you for your Thank you for your attention!attention!

2006 International Symposium of Computer Assisted Language Learning,June 2-4, Beijing China Tutor...

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