1 |
Acquiring V2 in declarative sentences and constituent questions in German as a second language
|
|
|
|
BASE
|
|
Show details
|
|
2 |
[In Press] The onset of English lexical acquisition among Malaysian preschoolers
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Instructing Malaysian children with HFASD in English as a second language
|
|
|
|
BASE
|
|
Show details
|
|
4 |
[In Press] The Italian Roots in Australian Soil (IRIAS) multilingual speech corpus : speech variation in two generations of Italo-Australians
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Lexical and morphological development : a case study of Malay English bilingual first language acquisition
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Cross-linguistic influence of L2 on L1 in late Chinese-English bilinguals : the case of subject realisation
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Digital trends in language and literature : Asia and the 21st century
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The acquisition of english grammar among Malay-English bilingual primary school children
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Towards a new framework of English language learning in Malaysian preschools
|
|
|
|
BASE
|
|
Show details
|
|
12 |
A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
|
|
|
|
BASE
|
|
Show details
|
|
13 |
How recorded audio-visual feedback can improve academic language support
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Early lexical and grammatical development of English in Indonesian kindergarten children
|
|
|
|
BASE
|
|
Show details
|
|
15 |
How recorded audio-visual feedback can improve academic language support
|
|
|
|
In: Journal of University Teaching & Learning Practice (2019)
|
|
Abstract:
Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.
|
|
Keyword:
academic support; academic writing; audio-visual feedback; feedback; multimedia learning theory
|
|
URL: https://ro.uow.edu.au/jutlp/vol16/iss4/6 https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2070&context=jutlp
|
|
BASE
|
|
Hide details
|
|
16 |
Phonetic details of coronal consonants in the Italian spoken by Italian-Australians from two areas of Veneto
|
|
|
|
BASE
|
|
Show details
|
|
17 |
“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
|
|
|
|
BASE
|
|
Show details
|
|
18 |
The development of plural expressions in a Malay-English bilingual child
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Designing HTML5 LexiFunII : Japanese learning can be fun for all
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Perception of English codas in various phonological and morphological contexts by Mandarin learners of English
|
|
|
|
BASE
|
|
Show details
|
|
|
|