Enhancing Online ESL Learning: Unraveling the Feedback Conundrum

Introduction: Continuing our exploration of the challenges outlined in the study “Issues Affecting On-line ESL Learning: A Singapore Case Study” by Jaya Kannan & Cynthia Macknish, this post delves into the critical aspect of feedback. As we examine tutor-student interactions in the online learning environment, we uncover varying perceptions of what constitutes “good” feedback, the need for cyclical communication, and the potential impact on student motivation. The study can be accessed here.

Summarizing the Feedback Section: The section on feedback in the Singapore Case Study sheds light on the challenges faced by both tutors and students in the realm of online ESL learning. Key points include:

1. Differing Perceptions of Good Feedback: A discrepancy arises in the understanding of what constitutes “good” feedback. While students primarily seek correction of errors, tutors advocate for positive and encouraging comments, leading questions, and an emphasis on critical thinking to empower students to reflect on their work.
2. Communication Dynamics: The study highlights a shift in communication dynamics from traditional teacher-directed learning to self-directed learning. Students, accustomed to teacher-directed practices, face challenges in adapting to more autonomous learning methods, impacting their participation in online discussions and follow-up on feedback.
3. Lack of Follow-up and Monitoring: Despite positive responses to the tutor’s online feedback, there is no formal system in place to monitor whether students reflect on their work or make corrections. Students, potentially hindered by fear, apathy, or uncertainty, do not actively seek clarification or help regarding the feedback.
4. Unresolved Issues: The study identifies several unresolved issues, including the acceptability of feedback as a form of assessment, the link between motivation and feedback, time constraints for writing quality feedback, and the question of whether students should be expected to complete tasks without grades.

Solutions and Improvements: Addressing the challenges presented in the feedback section requires thoughtful strategies and improvements:

1. Defining “Good Feedback”: Establish a clear understanding of “good” feedback, continually clarifying expectations between tutors and students. This ongoing dialogue can help bridge the gap in perceptions and foster effective communication.
2. Empowering Students in Self-directed Learning: Foster a shift from spoon-feeding to empowering students to think for themselves in the online learning environment. Encourage discussions in class and consultations to develop critical thinking skills and a proactive approach to learning.
3. Guidance on Learning from Mistakes: Provide guidance on developing strategies to learn from mistakes. Emphasize the importance of reflection and critical thinking skills throughout the program to nurture a culture of continuous improvement.
4. Regular Posting on Discussion Boards: Encourage tutors to post student work on discussion boards regularly and invite student comments. This can create a more