Providing students with feedback during online language projects

Abstract

Importance. Digitalization of education provides new opportunities for organizing the learning process due to the properties of Internet platform tools. Internet platforms are especially relevant in the context of multidimensional tasks, such as Internet projects, because they are characterized by their complexity One of the directions of organizing Internet projects is provision of feedback.Materials and Methods. Using the analysis of scientific literature, the main characteristics of feedback related to its frequency (operational, systematic and episodic) and to its qualitative indicators (thoroughness, form of provision and degree of integration into the course) were identified.Results and Discussion. Feedback for Internet projects in foreign language classes was divided into two types: linguistic and subject-specific feedback. Language feedback acts as episodic and retroflexive feedback – it is provided at the end of the project when mistakes are made. Online text editors that allow commenting and tools for creating controls that can be used to integrate feedback into the learning process are suitable for providing. Subject-specific feedback, on the other hand, is systematic and immediate – its timely provision can influence the success of the project. It is provided through synchronous communication tools, both written text-based and video-based.Conclusion. Feedback in the performance of Internet projects is more systematized and detailed, compared to the classroom counterparts. The tools of Internet platforms provide new opportunities for analyzing materials and new ways of communication between teacher and learner.