Using Technology to Enhance Student Engagement with Feedback: A case in English Language Education

Abstract

Student engagement with feedback is a determinant of feedback uptake. However, the telling mode of feedback, against a backdrop of high student-teacher ratio, teacher-centred instruction and one-off assignments in higher education, leads to learner dependence on teachers and passive engagement (Boud & Molloy, 2013). Technology-mediated feedback carries potential in increasing student engagement but limited studies have explored this aspect. This small-scale qualitative case study intends to address this gap, with the research question “How does technology-mediated feedback enhance student engagement with feedback?”. The study was conducted in a master class of English Language Curriculum and Assessment in which 18 part-time students (11 in-service and 7 pre-service English teachers) participated in a two-step technology-mediated feedback procedure upon an individual oral presentation task. The first step involved constructing and obtaining peer feedback on presentation performance on MOODLE. The second step entailed student-teacher feedback interaction on Whatapps (by students producing an audio recording to self-assess their performance, to suggest improvement plans and to raise questions about the subsequent, interrelated written assignment followed by teacher’s audio response to their self-assessment and questions). Data were collected through an open-ended survey and focus group interviews to ascertain students’ views on technology-mediated feedback and documentation of peer feedback, student and teacher audio recordings and the written assignment to trace feedback uptake. The use of technology-mediated feedback was found effective in promoting student engagement in different dimensions. Cognitively, they were given more time to reflect on performance in this asynchronous communication mode. Emotionally, with more time and space flexibility, they were ready to accept negative feedback from peers and teacher. Behaviourally, the students were in active control of the feedback process, knowing how to seek help from teacher and develop plans for feedback uptake. Implications for applying technology-mediated feedback in language classrooms are discussed.