This document discusses formative assessment using web-based technologies for language learning. It summarizes research showing that feedback is important for student motivation and language acquisition in e-learning environments. The document also reports on a study that examined student attitudes towards feedback on short written and oral assignments delivered through various web technologies. The study found that students found feedback to be helpful, especially feedback addressing the learning process and language accuracy. It calls for further research on effective feedback delivery methods in e-learning and greater use of social media, which could improve feedback practices.

1. The Advantages of Formative Assessment in Web-based Technologies for Language Learning and Teaching EUROCALL CMC & Teacher Education SIGs Annual Workshop Barcelona 14-15 April 2011 LiiviJakobson, lra@du.se

2. State and opportunities ”In fact, over the past twenty years, changes in writing pedagogy and insights gained from research studies have transformed feedback practices” (Hyland, F. & Hyland, K., 2006). ”Strong opportunities exist for using e-learning technologies, tools and approaches to facilitate essay – type assessment” (Heinrich, E. et al. 2006)

3. A need for further studies ”Educators teaching online have began to see that computer- mediated communication (CMC) brings significant changes to the social dimension of learning, and claims have been made that this can empower students and make writing classes more collaborative” (Hyland F. & Hyland K., 2006: 93)

4. Some questions related to feedback in e-learning environment What is the best way of delivering feedback? (Hyland F. & Hyland K., 2006: 83) Can technology play a greater part in delivering feedback? (Hyland F. & Hyland K., 2006: 83) “ What appears to us more interesting is to attempt to examine why good feedback is lacking in so many computer based programs seen today, especially those available via Internet (Bangs P., 2003: 81)

5. PURPOSE To explore the students’ attitudes towards the degree of helpfulness concerning feedback to short written essay- type assignments and oral assignments usingweb-based technologies.

6. The studentsBeginner Studies in Swedish for International Students; The response rate 63%

7. Web –based technologies Fronter Adobe Connect E- mail MSN and/or Skype

8. Fronter

9. Adobe Connect

10. Feedback classification 1.The product: content, organization, language accuracy and presentation (Hyland, F., 2001) pronunciation 2. The learning process: praise/encouragement, reinforcement (Hyland, F., 2001) the awareness of language acquisition 3. The procedure of feedback Fronter: (individually and in written form) Adobe Connect seminars: (to the group orally and in written form) E - mail: individually in written form at the end of the course MSN or Skype: optional individually or in written form

11. Empirical results All students found feedback in Fronter and Adobe Connect helpful. Feedback is evaluated as “very helpful” or “helpful” by 80- 90 % of students in Fronter and in Adobe Connect

12. Feedback concerning product

13. Feedback concerninglearning process

14. Feedback concerning procedure

15. Findings 1 The most appreciated type of feedback is concerning all three categories in the learning process and accuracy in the category product. Learning process was found to be most helpful. 90 % rated all three categories very helpful or helpful.

16. Findings 2 Encouragement and reinforcement were highest rated. Such comments were rated as very helpful by 80 % of students. Awareness of language learning was rated as very helpful by 60 % of students.

17. Analysis 1 My finding supports Hyland (2001, 2003) regarding the product, in that : Language accuracy needs feedback according to respondents’ attitude. Feedback on organization and content need more attention from the tutors.

18. Analysis 2 My findings regarding the process, support Hyland & Hyland (2001) in that: Praise and reinforcement are important “We see praise and criticism as not only a crucial feature of the teaching, but also as helping to constitute the context” (Hyland & Hyland, 2001).

19. Explorative findings 1 Pronunciation:My proposition based on my findings is that there is a need for more attention from the tutors. Awareness of language acquisition: My proposition based on my findings is that the students need some basic knowledge of how languages are learned or what elements support effective language learning or how we deal with the mistakes and errors.

20. Explorative finding 2 As pointed out by several authors there is a need for good learning instructions and other materials which are easy to find in e- learning environment. Fronter, Adobe Connect, E-mail Social media

21. Feedback conclusion My empirical support to researchers such as Hyland (2001) and Hyland & Hyland (2001) results, and my explorative results provides together evidence: That feedback is essential for students motivation in e-learning. We need more knowledge about the effects and the advantages of feedback in e- learning environment and the delivering of learning materials in e-learning environments

22. I suppose that every web – based language course has its own character depending on its design, delivery tools, teachers and the students´ background. It is important to keep the students´ needs in focus and adapt and investigate both tools and methods which will help students by improving their independent language skills. “There is no corrective feedback recipe” ( Guénette, 2007).

23. Policy implications We are in present time witnessing the increasing population of “native” users of social media, which creates a need for new methods. My proposition is to proactively use social media which already improves feedback, and that we can do so even more in the future.

24. References Bangs, P. (2003). Engaging the learner – how to author for best feedback. In: Felix, U. (ed.) Language Learning Online: Towards Best Practice. The Netherlands: Swets & Zeitlinger B.V. Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of second Language Writing 16. Heinrich, E. & Milne, J. & Crooks, T. & Granshaw, B. & Moore, M. (2006). Literature review on the use of e-learning tools for formative essay-type assessment. I: eCDF (528), Literature review. Hyland, F. & Hyland, K. (2006). Feedback on second language students’ writing. Language Teaching 39. Hyland, F. & Hyland, K. (2001). Sugaring the pill. Praise and criticism in written feedback. Journal of Second Language Writing 10. Hyland, F. (2001). Providing Effective Support: investigating feedback to distance language learners. Open learning, Vol. 16. Hyland, F. (2003). Focusing on form: student engagement with teacher feedback. www.sciencedirect.com. System 31.