Abstract

Feedback practices for students’ speaking activities in an online environment are very different from those on-site. This study investigated online feedback practices for speaking skills in a Sino-UK joint-venture university, as well as teachers and students’ perceptions of the practices. Semi-structured interviews were conducted with four teachers and 11 students on a discipline-specific English for Academic Purposes (EAP) course. Overall, e-feedback was perceived as less effective than face-to-face feedback, which was mainly due to a lack of interpersonal ties. A range of specific e-feedback types was used; each type elicited both positive and negative perceptions, which were influenced by the nature of feedback type, opportunities for communication and psychological issues. This study concludes that for e-feedback to have the equal potential for clarifying expectations as face-to-face feedback, practitioners need to be well informed of the features of different types of e-feedback, and carefully choose the most appropriate type according to the learning outcomes and students’ preferences. Students also need to develop an e-feedback literacy to fully use such feedback.

摘要

在线环境中学生口语活动的反馈实践与现场有很大不同。本研究调查了一所中英合资大学口语技能的在线反馈实践，以及教师和学生对实践的看法。对四名教师和 11 名学生进行了半结构化访谈，就特定学科的学术英语 (EAP) 课程进行了采访。总体而言，电子反馈被认为不如面对面反馈有效，这主要是由于缺乏人际关系。使用了一系列特定的电子反馈类型；每种类型都会引发积极和消极的看法，这些看法受到反馈类型的性质、沟通机会和心理问题的影响。本研究得出的结论是，要使电子反馈与面对面的反馈具有同等的澄清期望的潜力，从业者需要充分了解不同类型电子反馈的特征，并根据需要谨慎选择最合适的类型。学习成果和学生的喜好。学生还需要培养电子反馈素养，以充分利用这些反馈。