I'd like to know if similar research has been done regarding feedback on speaking.
As a student of Catalan, I asked for feedback on my writing from languagetool.org immediately after finishing the writing. This meant the feedback was timely and I used it to Improve my writing, but also to create a database (Excel) of all my errors, the corrections and an explanation.
I didn't feel it was cheating although I imagine it got me better grades. I told my teacher what I was doing and she was supportive. In fact, it probably saved her time and red ink as she didn't have to correct endless surface errors and could comment on my writing in more general terms.
I told her I enjoyed writing in Catalan, and she said, "It shows." I felt very proud of that feedback!
The important difference here is that you are a self-motivated learner. If you are creating databases of your errors then you can't be compared to a typical student.
Some form of note-taking about errors would seem to be a useful addition to just seeing the errors corrected. I think brainstorming how with the class would probably bring up some suggestions that students could choose from.
Another approach would be to demand that students share their notes with the teacher to get a grade, rather in the same way that some teacehrs refuse to give a grade until students have handed in their corrected version.
I appreciate your comments. I teach very differently now because conventional approaches are largely ineffective for most students. The majority of students are not really interested in school as it exists beyond the social connections, don't find much value in the fiat currency of grades, and are not inspired to learning the way that schools are teaching. They see through the myth of finding secure jobs and are braced for suffering through years of conventional learning that they rightly feel is outdated. It's like trying to extol the virtues of 8-track cassettes in an age of digital streaming. The problem isn't so much about feedback as it is about an outdated institution.
I've shifted to a fully practical classroom where everything is learned through applied practice. All work is done in the classroom so that I can work with them to adjust their work in real time. This also builds relationships that improve the feedback loop. I get a lot of traction with this approach.
Interesting about the gender gap.... I think that the most significant barrier is always the time between the feedback and when the task was finished. It's hard to juggle in the classroom.
Agree. Especially when some students have legitimate reasons for being absent on the day of a summative assessment task & then all the students are eagerly waiting for their feedback!
Years ago I adapted Michael Clay Thompson's "Opus 40" system, which uses pre-typed feedback. So I have my own comment sheet and database which allows pairing written with oral feedback. No AI needed. It seems to work well enough, but that depends more on general student motivation.
English Language teacher, here. When working with EAP postgraduate students, feedback on writing is provided during the writing process in the form of a one to one tutorial. This, I feel, has much better effects than written marks or comments. With younger or lower level learners, identifying patterns of good or bad work and designing activities (whether a worksheet on language forms or a role play that requires them to use structures they aren't quite getting) for future lessons based on these patterns saves me a workload, engages the learners, and makes them feel that their learning needs are being met.
I'd like to know if similar research has been done regarding feedback on speaking.
As a student of Catalan, I asked for feedback on my writing from languagetool.org immediately after finishing the writing. This meant the feedback was timely and I used it to Improve my writing, but also to create a database (Excel) of all my errors, the corrections and an explanation.
I didn't feel it was cheating although I imagine it got me better grades. I told my teacher what I was doing and she was supportive. In fact, it probably saved her time and red ink as she didn't have to correct endless surface errors and could comment on my writing in more general terms.
I told her I enjoyed writing in Catalan, and she said, "It shows." I felt very proud of that feedback!
The important difference here is that you are a self-motivated learner. If you are creating databases of your errors then you can't be compared to a typical student.
Some form of note-taking about errors would seem to be a useful addition to just seeing the errors corrected. I think brainstorming how with the class would probably bring up some suggestions that students could choose from.
Another approach would be to demand that students share their notes with the teacher to get a grade, rather in the same way that some teacehrs refuse to give a grade until students have handed in their corrected version.
I appreciate your comments. I teach very differently now because conventional approaches are largely ineffective for most students. The majority of students are not really interested in school as it exists beyond the social connections, don't find much value in the fiat currency of grades, and are not inspired to learning the way that schools are teaching. They see through the myth of finding secure jobs and are braced for suffering through years of conventional learning that they rightly feel is outdated. It's like trying to extol the virtues of 8-track cassettes in an age of digital streaming. The problem isn't so much about feedback as it is about an outdated institution.
I've shifted to a fully practical classroom where everything is learned through applied practice. All work is done in the classroom so that I can work with them to adjust their work in real time. This also builds relationships that improve the feedback loop. I get a lot of traction with this approach.
Interesting about the gender gap.... I think that the most significant barrier is always the time between the feedback and when the task was finished. It's hard to juggle in the classroom.
Agree. Especially when some students have legitimate reasons for being absent on the day of a summative assessment task & then all the students are eagerly waiting for their feedback!
Years ago I adapted Michael Clay Thompson's "Opus 40" system, which uses pre-typed feedback. So I have my own comment sheet and database which allows pairing written with oral feedback. No AI needed. It seems to work well enough, but that depends more on general student motivation.
link: https://www.rfwp.com/bookstore/opus-40-a-resource-for-grading-academic-writing/?srsltid=AfmBOoraLPQlpDnmhsnA8nKZ_2UcFP_NFbXLWmSP6qCl29SxdzfXhoLe
English Language teacher, here. When working with EAP postgraduate students, feedback on writing is provided during the writing process in the form of a one to one tutorial. This, I feel, has much better effects than written marks or comments. With younger or lower level learners, identifying patterns of good or bad work and designing activities (whether a worksheet on language forms or a role play that requires them to use structures they aren't quite getting) for future lessons based on these patterns saves me a workload, engages the learners, and makes them feel that their learning needs are being met.