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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag ...
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B-SFT: Beobachtungssystem zur Erfassung von Sprachfördertechniken im Kita- und Grundschulalltag
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 79-101 (2020)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Feedback on feedback – does it work?
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In: Helm, Francesca [Hrsg.]; Bradley, Linda [Hrsg.]; Guarda, Marta [Hrsg.]; Thouësny, Sylvie [Hrsg.]: Critical CALL. Proceedings of the 2015 EUROCALL conference, Padova, Italy. Dublin : Research-publishing.net 2015, S. 507-511 (2015)
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Abstract:
It is well documented that providing assessment feedback through the medium of screencasts is favourably received by students and encourages deeper engagement with the feedback given by the language teacher. In this short paper the authors will report the results of a case study where students moved from passively receiving feedback to actively entering into a feedback dialogue with their language teachers: screencasts were used not only by the teachers to provide audio and visual feedback to students on their written work, but also by the students themselves to comment in depth on the feedback they had received. Participants in the case study were surveyed at the end of the semester, and they will report on the survey findings as well as discuss the limitations and implications of the case study. The paper will reflect on the potential role of technology in providing feedback, the effectiveness of elicitation feedback in the context of this case study and the students’ perception of the usefulness of creating their own screencasts in response to the feedback they have received. (DIPF/Orig.)
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Keyword:
Adult education; Adult training; Audiovisual medium; Audiovisuelles Medium; Autonomes Lernen; Case Studies (Education); Case study; ddc:370; Deutsch als Fremdsprache; Didaktik; Digitale Medien; Digitalisierung; Digitalization; Education; Erwachsenenbildung; Erziehung; Examination; Fachdidaktik/Sprache und Literatur; Fallstudie; Feed-back; Foreign language; Foreign language teaching; Fremdsprache; Fremdsprachenunterricht; Fremdsprachiger Spracherwerb; German as a foreign language; Hochschulforschung und Hochschuldidaktik; Interaction; Interaktion; Korrektur; Language; Language acquisition; Language learning; Language lessons; Language teaching; Lernerorientierung; On line; Online; Prüfung; Revision (Written Composition); Schreiben; Schreibkompetenz; Schul- und Bildungswesen; Sprache; Sprachenlernen; Spracherwerb; Sprachunterricht; Teaching of foreign languages; Technologieunterstütztes Lernen; Technology uses in education; Textproduktion; Training method; Writing ability
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URL: https://www.pedocs.de/volltexte/2021/21856/
https://www.pedocs.de/volltexte/2021/21856/pdf/Speicher_Stollhans_2015_Feedback_on_feedback.pdf
http://nbn-resolving.de/urn:nbn:de:0111-pedocs-218564
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