Abstract
Theoretical claims about the benefits of online feedback suggest it can facilitate language learning. However, despite the calls for new digital literacies on language education, attitudes of educators have not been encouraging. To delve further into this issue, the present study addresses the following research concerns: (1) learners’ metaphoric perceptions of online feedback, (2) how metaphoric perceptions show the impact of online feedback on language learning, and (3) the messages educators can glean through these metaphoric perceptions. A subsequent question would be what new insights we can gain by asking students to reflect on online feedback via metaphors not unearthed by previous research using more traditional means. We argue that different methods should be used based on student differences and the contextual realities of the learning setting. Participants are introverted Chinese novice learners who are not accustomed to technology-enhanced teaching/learning and are restrained in the open expression of their feelings and thoughts. Given participants’ backgrounds, the use of metaphors enables them to express their reflective thinking in a more profound manner. Therefore, the findings of the present study, i.e., learners’ metaphoric thoughts, are considered timely and can be used in academic training to address the necessity of applying different approaches to different types of students. They can also showcase the impact of online feedback on introverted learners. Together, these findings can encourage educators to consider changing their attitudes regarding educational technology.
Highlights
Feedback has been a central topic in instructed language learning as well as Second Language Acquisition research
We are concerned with three research questions: RQ1: What are students’ metaphoric perceptions of online feedback? RQ2: How do students’ metaphoric perceptions show the impact of online feedback on their language learning, on their writing?
Our data show most of the respondents knew very little about online feedback prior to their participation in this study
Summary
Feedback has been a central topic in instructed language learning as well as Second Language Acquisition research. Though most research reveals feedback as among the major influences on learning and achievement, the type of feedback and the way it is given can be differentially effective (Hattie and Timperley 2007) We identify this as an important question to be addressed. In attempting to delve further into this issue, the present study focused more on the learners’ perceptions, i.e., their ideas, beliefs, or thoughts about online feedback instead of focusing on the feedback itself. The latter was the case in Mackey et al (2000) who studied whether learners perceive the feedback provided as feedback and whether they recognize ‘the target of that feed-back’ We aim to determine the importance of online feedback from the perspective of learners, not how online feedback improves the end products but how learners perceive online feedback either favorably or negatively
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