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Feedback in distance learning programmes in languages: Attitudes to linguistic faults and implications for the learning process

Ros i Solé, Cristina and Truman, Mike (2005). Feedback in distance learning programmes in languages: Attitudes to linguistic faults and implications for the learning process. Distance Education, 26(3) pp. 299–323.

DOI (Digital Object Identifier) Link: http://doi.org/10.1080/01587910500291389
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Abstract

In distance learning provision in languages, fault correction and feedback can facilitate teacher-student dialogue. This article examines teachers' beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism.

Item Type: Journal Article
Copyright Holders: 2005 Routledge
ISSN: 0158-7919
Academic Unit/Department: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 16943
Depositing User: Wendy Hunt
Date Deposited: 15 Jul 2009 10:10
Last Modified: 02 Aug 2016 13:28
URI: http://oro.open.ac.uk/id/eprint/16943
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