The Open UniversitySkip to content
 

Adult beginner distance language learner perceptions and use of assignment feedback

Furnborough, Concha and Truman, Michael (2009). Adult beginner distance language learner perceptions and use of assignment feedback. Distance Education, 30(3) pp. 399–418.

Full text available as:
[img]
Preview
PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (175Kb)
DOI (Digital Object Identifier) Link: http://doi.org/10.1080/01587910903236544
Google Scholar: Look up in Google Scholar

Abstract

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings.

Item Type: Journal Article
Copyright Holders: 2009 Open and Distance Learning Association of Australia, Inc.
ISSN: 0158-7919
Extra Information: This is an electronic version of an article published in Distance Education is available online at: www.tandfonline.com
Keywords: modern foreign language adult beginners; distance learning; assignment feedback; student response; affective response; motivation maintenance
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)
Language & Literacies
Item ID: 18778
Depositing User: Concha Furnborough
Date Deposited: 12 Nov 2009 10:54
Last Modified: 03 Aug 2016 08:38
URI: http://oro.open.ac.uk/id/eprint/18778
Share this page:

Altmetrics

Scopus Citations

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

▼ Automated document suggestions from open access sources

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk