Abstract
Video feedback in English for Academic Purposes: building connections with international students while learning online
Highlights
The transition to online teaching and learning in higher education called upon practitioners to investigate new ways to support and connect with their students
A small group of tutors decided to experiment with providing video feedback on English for Academic Purposes (EAP) and Project formative assessments
Studies have reported that students respond positively to video feedback (McCarthy, 2015; Espasa et al, 2019; Bahula and Kay, 2020; Cunningham and Link, 2021)
Summary
The transition to online teaching and learning in higher education called upon practitioners to investigate new ways to support and connect with their students. It prompted a wave of investment in training on learning technologies, inspiring experimentation when communicating asynchronously with learners. The loss of face-to-face classroom interaction elicited concerns over levels of engagement and motivation, as it became clear that students at our pathways college would complete their programme of study online and would not return to a physical classroom. A clear link had been established demonstrating the significant impact of attendance and engagement on meeting learning outcomes, so measures were required to ensure student success and maintain the levels of support offered in college. Matthews, Smith, Leech via verbal and non-verbal cues not present in text feedback, and to complete the feedback process in a more timely and efficient manner, in turn developing tutors’ digital literacy
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