Design of Feedback in Interactive Multimedia Language Learning Environments

Vehbi Türel

doi:10.13092/lo.54.281

Abstract

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

Highlights

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46)
Feedback should be available in all cases for both correct and wrong answers
language learners (LLs) can access the feedback in the form of global help from every single page in the interactive multimedia language learning environment by clicking any sub-menu (Figure 1)

Summary

Design of feedback from the point of view of pedagogy

Feedback should be available in all cases for both correct and wrong answers. If the answers are correct, explanations should be given to indicate why the answers are correct. LLs can access the feedback in the form of global help from every single page in the interactive multimedia language learning environment by clicking any sub-menu (Figure 1) Such feedback can be more general and give advice about certain aspects of the input they use such as using effective strategies, general issues, the use of subtitles and feedback, vocabulary and grammar learning, picking up correct pronunciation, paying attention to stress, intonation, accents and other authentic features of the input. It is sometimes called a 'pub'." is displayed as immediate feedback, but a video clip featuring a female bear and her two cubs plays Such a combination of feedback in interactive multimedia language learning environments is more likely to be effective for FLL. All these are pedagogically effective forms of feedback in interactive multimedia language learning environments. Feedback should not be used for testing, but only draw out personal involvement (Kreindler (1988:243–249)

Design of feedback from the point of view of design

Conclusion