Green, Hannelore and Harper, Felicity
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This poster describes the findings to date of a project involving nine language tutors and 47 students. The tutors used Jing to make screencasts (recordings of the computer screen with an audio commentary) of themselves correcting students' written language assignments in Microsoft Word. Data was gathered by means of feedback questionnaires completed by the tutors and seven students. Initial findings suggest students found this feedback more personal and more motivating. Tutors considered it more personal and able to convey 'softer' feedback and considered that the step by step annotations might be less overwhelming for students. Further research will be conducted via follow-up interviews with the seven students and analysing the type of feedback provided by the tutors using Jing with reference to all 47 assignments and feedback.
|Item Type:||Conference Item|
|Copyright Holders:||The Authors|
|Extra Information:||Appears in conference programme under the title: "Integrating recorded ‘talk through’ feedback on written assignments using Jing."
The programme also list Maria Fernandez as an additional contributor
|Keywords:||feedback; motivation; technology; video; Jing|
|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:||Language & Literacies
Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Felicity Harper|
|Date Deposited:||02 Feb 2012 11:45|
|Last Modified:||05 Oct 2016 02:45|
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