The Interpersonal Impact of Mode in Technology-Mediated Feedback in 2nd Language Writing

CALICO 2015- Places and Spaces: Redefining Language Learning

2:30pm Thursday, May 28, 2015

the University of Colorado, Boulder; Boulder, CO

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Abstract

Situated in Systemic Functional Linguistics, this study used the appraisal framework to analyze instructor feedback given by way of MS Word comments and screencast video, with a focus on interpersonal language use. Using a crossover design to collect 2 instances of feedback per student, the collected feedback was analyzed with a focus on appreciation to show the targets of and positive/negative evaluation and engagement to reveal the power distance and potential for dialogue. In addition, these aspects of appraisal were also coded for graduation to show the degree of intensity or hedging present. Such analysis revealed difference in the position taken by the instructor when giving feedback through different modes, and difference in the way feedback is presented from a dichotomy of correct/incorrect to a continuum of correctness and language choice.

Publications from this work:

Cunningham, K. J. (2019) Student perceptions and use of technology-mediated text and screencast feedback in ESL writing. Computers and Composition. 52. 222-241. https://doi.org/10.1016/j.compcom.2019.02.003 - free until April 19, 2019 with this link

Cunningham, K. J. (2017). Appraisal as a framework for understanding multimodal electronic feedback: positioning and purpose in screencast video and text feedback in ESL writing. Writing and Pedagogy- special issue on Multimodality in electronic feedback on writing. 9(3). 457-485.