Abstract
There are various ways in which teachers and students provide feedback in L2 academic writing courses. This has been especially true over the past four years during and after the pandemic. This research presents two dimensions—how the teacher has changed his approach to giving feedback during and post-COVID interruptions, and key differences noted in students’ comments in online and face to face contexts. This paper first gives a description of his changing approach in giving feedback in online and face to face contexts. Secondly, the researcher will present data findings showing the differences in quantity and quality of student feedback between October 2021—March 2022 (online) and April 2023—August 2023 (face-to-face). Data from feedback collected show that students’ face-to-face comments have more length and depth, especially in being critical about content and logic, as opposed to the virtual environment where students gave mostly surface comments on grammar, spelling, and writing structure. The researcher will further provide results showing a comparison of quantity related to specific grading criteria as well as linguistic tone when communicating online and face to face. Key findings highlight the important role dialogue plays in academic writing when providing feedback in either online or face-to-face settings.
Author Information
Matthew Armstrong, Kyushu University, Japan
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Armstrong M. (2024) Exploring Face-to-Face vs. Online Feedback Approaches in Academic Writing Courses ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.169
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.169
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