Responding Effectively to Composition Students: Comparing Student Perceptions of Written and Audio Feedback
Abstract
The authors compared student perceptions of audio and written feedback in order to assess what types of students may benefit from receiving audio feedback on their essays rather than written feedback. Many instructors previously have reported the advantages they see in audio feedback, but little quantitative research has been done on how the general population of composition students views the different formats. The authors' research suggests that giving students the option to receive audio feedback will help motivated, engaged students enter more fully into a partnership with their instructor and will better serve these students in their efforts to improve their writing.
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