Analysis Of The Impact Of Social Feedback On Written Production And Student Engagement In Language Moocs
This paper explores the challenges of receiving feedback in a language MOOC and proposes a model for social feedback that aims to develop students’ foreign language written skills. The experience of the first edition of the first language MOOC in Spain, a course on Professional English undertaken by...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/31097 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/31097 |
| Access Level: | acceso abierto |
| Palabra clave: | 5505.10 Filología 5701 Lingüística aplicada Language MOOCs social feedback written production student motivation and engagement |
| Sumario: | This paper explores the challenges of receiving feedback in a language MOOC and proposes a model for social feedback that aims to develop students’ foreign language written skills. The experience of the first edition of the first language MOOC in Spain, a course on Professional English undertaken by the authors, and the design of its second edition on the basis of such experience are presented. Particular attention is paid to certain aspects of the course such as the change of role of the teacher away from being an instructor, how to provide effective feedback with such a potentially unbalanced teacher-student ratio, and how to keep student motivation and involvement up. |
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