Last week I used Screencast-O-Matic to give oral feedback to my students on paragraphs they had emailed me at the end of one of their classes. I wanted to try something new, especially since this a rather large class and I’m usually unable to provide much one-on-one feedback. Also, with paper-based assignments I tend to give written feedback - in the form of error codes - that the students then take into account to revise their pieces. So, in other words, I wanted to see if a different form of feedback might have some positive effects on my students’ writing and, at the same time, examine the students’ perception of this new tool (I might conduct a short in-class survey next week). Anyhow, here are a few insights I gained: (1) providing oral feedback is not as easy as I had anticipated – I soon realized that I needed to provide very explicit instructions and find a way to differentiate between mistakes, for example, choose different colors or fonts, or possibly go with the same error codes I normally use for paper-based assignments; (2) giving oral feedback is rather time-consuming – a typical clip was about 5 minutes long and approximately 10MB in size and therefore downloading a file to my desktop and then emailing it to a student took a while; (3) using a platform, such as mybcit or Moodle, to upload files is probably more efficient than emailing students.
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I am a Senior Lecturer in TESOL at the University of Wollongong in Australia. This blog is a reflection of my journey as a researcher, L2 teacher educator, and language teacher. Archives
June 2021
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