Pedagogically Sound: Audio Feedback as an Alternative to Written Feedback in Distance Education: EFL/ESL Students’ and Teachers’ Perceptions and Its Effectiveness

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dc.authorscopusid58072166300
dc.contributor.authorKıymaz, Merve
dc.date.accessioned2023-07-26T11:50:07Z
dc.date.available2023-07-26T11:50:07Z
dc.date.issued2022
dc.departmentDÜ, Lisansüstü Eğitim Enstitüsü, Yabancı Diller Eğitimi Ana Bilim Dalıen_US
dc.description.abstractFeedback is indispensable for language teaching and generally delivered with written commentary. However, students perceive written feedback as insufficient because written comments are not clear and engaging. From the teachers’ perspective, providing students with written feedback is hard and time-consuming. In distance education, giving written feedback gets more daunting. To enhance the quality of feedback in online education settings, alternative modalities have been found and audio feedback is one of them. The purpose of this study is to explore whether giving audio feedback to language learners’ assignments in online education settings is an efficient technique and how it is perceived by learners and teachers. Searches were carried out in 10 databases and 221 studies were selected as they met the inclusion criteria. In this study, four themes were identified: practicality, pedagogy, differing content, and personality. Audio feedback was found to be pedagogically sound, practical only if necessary technological training provided, more wholistic in terms of content, and more personal. In the light of these findings, educational practitioners in language learning might benefit from audio feedback in distance education. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.en_US
dc.identifier.doi10.1007/978-3-031-13540-8_5
dc.identifier.endpage105en_US
dc.identifier.issn2213-6967
dc.identifier.scopus2-s2.0-85146541305en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage81en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-031-13540-8_5
dc.identifier.urihttps://hdl.handle.net/20.500.12684/12244
dc.identifier.volume30en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKıymaz, Merve
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media B.V.en_US
dc.relation.ispartofEnglish Language Educationen_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmz$2023V1Guncelleme$en_US
dc.subjectAudio feedbacken_US
dc.subjectDistance educationen_US
dc.subjectEFL feedbacken_US
dc.subjectESL feedbacken_US
dc.subjectOnline feedbacken_US
dc.subjectTeachingen_US
dc.subjectWritten feedbacken_US
dc.titlePedagogically Sound: Audio Feedback as an Alternative to Written Feedback in Distance Education: EFL/ESL Students’ and Teachers’ Perceptions and Its Effectivenessen_US
dc.typeBook Chapteren_US

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