Digital Feedback Map

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Digital fEEDBACK MAP

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Overview of digital feedback methods

Jun.-Prof. Dr. Jennifer Schluer

the book

the author

description

the project

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How to cite this website: Schluer, J. (2023). Digital Feedback Map. https://tinyurl.com/DigitalFeedbackOverview/ Last update: 29/11/2024

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tABLE OF CONTENTS

1. General Overview

2. Overview by Different Filters

2.1. Feedback Direction

2.2. Feedback Mode

Overview of digital feedback methods

2.3. Feedback Timing

2.4. Feedback Criteria

+Info

Dr. Jennifer Schluer is an Assistant Professor for TESOL (Teaching English to Speakers of Other Languages)/ Advanced Academic English at Chemnitz University of Technology, Germany. As an applied linguist and teacher educator, she specializes in digital teaching and digital feedback processes as well as language awareness and culture learning. She is particularly interested in video-based methods and multimodal analyses to derive empirically validated didactic designs. Her most recent book “Digital Feedback Methods” was published by Narr Francke Attempto in 2022.

ABOUT THE AUTHOR

Further information:

Schluer, J. (2022). Digital Feedback Methods. Tübingen: Narr Francke Attempto.

The crucial role of feedback in the learning process is undisputed. But how can feedback be exchanged in the digital age? This book equips teachers and learners with a research-based overview of digital feedback methods. This includes, for instance, feedback in text editors, cloud documents, chats, forums, wikis, surveys, mails as well as multimodal feedback in video conferences and recorded audio, video and screencast feedback. The book discusses the advantages and limitations of each digital feedback method and offers suggestions for their practical application in the classroom. They can be utilized in online teaching as well as to enrich on-site teaching. The book also provides ideas for combining different feedback methods synergistically and closes with recommendations for developing dynamic digital feedback literacies among teachers and students.

ABOUT THE BOOK

Digitalization of teacher education

Using digital media for individualized learner support

Encouraging feedback dialoguesin the digital age

Knowledge, reflection, application

Since 2018, Jun.-Prof. Dr. Jennifer Schluer has conducted research on digital feedback. Her initial project focused on the use of screencast feedback in teacher education. Afterwards, she has looked at a wider range of feedback methods as part of the DigiFeed project. For this, she has been granted a Digital Fellowship by the Saxon State Ministry for Higher Education, Research and the Arts (Sächsisches Staatsministerium für Wissenschaft, Kultur und Tourismus, SMWK). DigiFeed stands for “Digital Feedback” and deals with various methods and tools for providing constructive comments on a learner’s work in progress. The overarching aim is to derive recommendations for teachers and students regarding the didactically motivated and meaningful use of digital feedback. In winter term 2021/22, the focus was set on the utilization of digital feedback methods at different stages of the research and academic writing process. From winter term 2022/23 onwards, further contexts of use will be explored that will make this map grow further. This follow-up project has been funded by the Stiftung Innovationen in der Hochschullehre from 09/2022 to 11/2023.

ABOUT THE PROJECT

Click for list of project publications

The "Digital Feedback Map" is a comprehensive interactive tool that unveils the realm of digital feedback methods. It is designed to help teachers and students enhance their teaching and learning experiences. In a world where technology continually evolves, digital feedback methods empower educators and learners alike with novel possibilities for effective communication and growth. Our user-friendly platform, built upon the interactive foundation of Genial.ly, serves as your gateway to understanding, comparing, and selecting the most suitable digital feedback methods for your unique educational context.

Description about the Digital Feedback Map

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full Description

Die „Digital Feedback Map“ ist ein umfassendes interaktives Tool, das zahlreiche digitale Feedback-Methoden vorstellt. Es soll Lehrenden und Lernenden helfen, ihre Lehr- und Lernerfahrungen zu verbessern. In einer Welt, in der sich Technologien ständig weiterentwickeln, bieten digitale Feedback-Methoden Lehrenden und Lernenden gleichermaßen neue Möglichkeiten für effektive Kommunikation und Wachstum. Unsere benutzerfreundliche Plattform, die auf der interaktiven Grundlage von Genial.ly aufbaut, dient Ihnen als ein Portal, um digitale Feedback-Methoden kennenzulernen, zu vergleichen und die für Ihren individuellen Bildungskontext am besten geeignete Methode auszuwählen.

Beschreibung der Digital Feedback Map

Klicken Sie hier, um die vollständige Beschreibung zur Digital Feedback Map anzuzeigen.

Vollständige Beschreibung

Projekt- Video

1. General Overview

Mainly One Mode

Several Modes

E-Portfolio Feedback

Survey Feedback

Blog Feedback

Text Editor Feedback

Forum Feedback

Asynchronous

Synchronous

Synchronous/ Asynchronous

Audio Feedback

Video Feedback

Screencast Feedback

E-Mail Feedback

Digital Board Feedback

Wiki Feedback

Cloud Editor Feedback

Chat Feedback

Social Media Feedback

Video Conference Feedback

Chatbot Feedback

Live Poll Feedback (ARS)

Robot Feedback

Automated Writing Evaluation (AWE)

2.1 Feedback Direction

Self Feedback

Instructor to Student

Classification of digital feedback according to feedback direction

Peer Feedback

+Info

Student to Instructor

Self Feedback

2.1 Feedback Direction

E-Portfolio Feedback

Automated Writing Evaluation (AWE)

Chatbot Feedback

Robot Feedback

Classification of digital feedback according to feedback direction

Instructor to Student

2.1 Feedback Direction

Audio Feedback

E-Mail Feedback

Video Feedback

Classification of digital feedback according to feedback direction

Text Editor Feedback

Video Conference Feedback

Screencast Feedback

Peer Feedback

2.1 Feedback Direction

Wiki Feedback

Cloud Editor Feedback

Digital Board Feedback

Social Media Feedback

Classification of digital feedback according to feedback direction

Chat Feedback

Blog Feedback

Forum Feedback

Student to Instructor

2.1 Feedback Direction

Survey Feedback

Live Poll Feedback (ARS)

Classification of digital feedback according to feedback direction

Mainly One Mode

2.2 Feedback Mode

Classification of digital feedback according to feedback mode

Mainly Two Modes

+Info

Mainly Three Modes

Mainly One Mode

Wiki Feedback

Cloud Editor Feedback

Forum Feedback

Live Poll Feedback (ARS)

Email Feedback

2.2 Feedback Mode

TEXT

Classification of digital feedback according to feedback mode

Automated Writing Evaluation (AWE)

Text Editor Feedback

Chatbot Feedback

Blog Feedback

Survey Feedback

Audio Feedback

AUDIO

Mainly Two Modes

AUDIO

TEXT

2.2 Feedback Mode

Screencast Feedback

Video Feedback

Classification of digital feedback according to feedback mode

AUDIO

VIDEO

Mainly Three Modes

TEXT

2.2 Feedback Mode

E-PortfolioFeedback

Chat Feedback

Video Conference Feedback

Classification of digital feedback according to feedback mode

VIDEO

AUDIO

Digital Board Feedback

Social Media Feedback

Robot Feedback

Asynchronous

2.3 Feedback Timing

Classification of digital feedback according to synchronous/ asynchronous

Synchronous/ Asynchronous

Synchronous

+Info

AsynchronousFeedback Methods

Audio Feedback

Text Editor Feedback

Survey Feedback

2.3 Feedback Timing

2.3 Feedback Timing

Classification of digital feedback according to synchronous/ asynchronous

Blog Feedback

E-mail Feedback

Video Feedback

E-PortfolioFeedback

Screencast Feedback

Forum Feedback

Synchronous/ AsynchronousFeedback Methods

Cloud Editor Feedback

Wiki Feedback

2.3 Feedback Timing

Classification of digital feedback according to synchronous/ asynchronous

Digital Board Feedback

Chat Feedback

Social Media Feedback

SynchronousFeedback Methods

Video Conference Feedback

Automated Writing Evaluation (AWE)

2.3 Feedback Timing

Classification of digital feedback according to synchronous/ asynchronous

Robot Feedback

Chatbot Feedback

Live Poll Feedback (ARS)

Local Feedback

4. Feedback Criteria

Global Feedback

Classification of digital feedback according to local/ global assessment criteria

Local/Global Feedback

+Info

Local Feedback

Feedback Methods which are suitable for local errors

Wiki Feedback

Live Poll Feedback (ARS)

4. Feedback Criteria

Automated Writing Evaluation (AWE)

Classification of digital feedback according to local/ global

Local/ Global Feedback

Feedback Methods which are suitable for local and global errors

Cloud EditorFeedback

Digital Board Feedback

Video Conference Feedback

Text Editor Feedback

4. Feedback Criteria

Classification of digital feedback according to local/ global

Chat Feedback

Screencast Feedback

E-Portfolio Feedback

Chatbot Feedback

Global Feedback

Feedback Methods which are suitable for global errors

E-Mail Feedback

Social Media Feedback

Audio Feedback

Video Feedback

4. Feedback Criteria

Classification of digital feedback according to local/ global

Robot Feedback

Forum Feedback

Survey Feedback

Blog Feedback

Navigation:

Feedback Direction:Self Feedback

Feedback Mode: Mainly One

Synchronous Feedback

Local Feedback

Mostly used platforms:

E-rater

Automated Writing Evaluation (AWE)

MI Write

Grammarly

Writing Mentor

Contexts of Use

Disadvantages & Combinations

Definition

View and download handouts in English and German

Advantages

List ofReferences

Automated Writing Evaluation (AWE)

Advantages

For Teachers

For Students

AWE can contribute to a reduction of teachers’ workload when marking students’ papers (e.g. Palermo & Wilson, 2020, p. 94; Wilson & Czik, 2016, quoted in Ariyanto et al., 2021, p. 43)

Time saving, as students can apply the system themselves to check their papers instead of having to wait for instructor feedback (Ariyanto et al., 2021, p. 45)

Can be a “confidence builder” (Ariyanto et al., 2021, p. 45) and can lead to increased autonomy and motivation (Bai & Hu, 2017, p. 69; Chen & Cheng, 2008, p. 108; Zhang, 2021, p. 175).

AWE appears to be more neutral since it is unaffected by “the mood or current state of mind of the teacher” (Barrot, 2021, p. 3)

Feedback is easily accessible, independent of time and place restrictions (Dembsey, 2017, p. 89)

It can serve as a time and cost relief for large-scale assessments (Zhang, 2021, p. 174)

It can give teachers more time for personalized feedback (Miranty & Widiati, 2021, p. 127)

It can give immediate feedback about a wide range of error categories (Barrot, 2021, p. 3)

With plagiarism detectors, students can also monitor their source use (cf. Barrot, 2020, p. 2)

Many of them offer a plagiarism detection feature (e.g. PaperRater, Grammarly).

Relatively reliable and useful for learners (e.g. Palermo & Wilson, 2020, pp. 95–96), especially regarding mechanics and other lower-level aspects

Automated Writing Evaluation (AWE)

Disadvantages

For Teachers

For Students

AWE is non-interactive (Gao, 2021) and impersonal (Dembsey, 2017, p. 89; cf. Cotos, 2018, p. 6). Consequently, it may not be as facilitative in terms of uptake and understanding as teacher feedback (Li, 2021, p. 9)

The huge amount of feedback provided by AWE might make students feel overwhelmed (Barrot, 2021, p. 15), discouraged (Cheng, 2017; Cotos, 2018, p. 6) and confused about how to prioritize and proceed with the revision (Cotos, 2018, p. 6)

Suggested Combination:

Suggested Combination:

Chat Feedback

Text Editor Feedback

AWE software can be expensive (John & Woll, 2020, p. 172) or merely offers some basic functions in the free version, which are of limited use for learners and teachers

Video Conference Feedback

AWE feedback can be highly inaccurate (Bai & Hu, 2017, p. 73): not all errors are recognized (Bai & Hu, 2017, p. 68), others are overcorrected (Barrot, 2021, p. 3)

Screencast Feedback

Students’ queries about unclear AWE feedback can lead to a higher workload (Chen & Cheng, 2008, p. 101)

AWE is not very useful for improvements of fluency, text structure (Lv, 2018, p. 194), argumentation and creative expression

Suggested Combination:

Blog Feedback

Wiki Feedback

Forum Feedback

Higher-order aspects and “sophisticated syntactic errors” (Wang & Bai, 2021, p. 778) might be specifically challenging for the programs.

Email Feedback

Feedback is often provided in English (Jingxin & Razali, 2020, p. 8337); it might be less suitable for lower-proficiency students (Ariyanto et al., 2021, p. 47)

Lack of praise and positive feedback can lead to demotivation (Cheng, 2017; Dembsey, 2017, p. 89)

Automated Writing Evaluation (AWE)

Contexts of Use

Learning Objectives

Subjects/ Disciplines

• Mostly used for formative corrective self feedback during the process of written tasks
• Some AWE platforms, like Grammarly, also provide summative feedback

• Many subjects, but these AWE systems had been originally developed for writers in English-speaking countries (Jingxin & Razali, 2020, p. 8335)
• Foreign language writing instruction (cf. Jingxin & Razali, 2020, p. 8335), mostly for EFL students, but for the learning of other languages, such as the Spanish Writing Mentor

Learning Environment

• Hybrid Class
• Blended Learning

• Online Class

Sample Tasks & Manuals

Assignment Types

Learner Groups

• Mainly concerned with written assignments (Cotos, 2018, p. 2)
• Other file types in which text elements are found, such as in PowerPoint presentations or chat messages

Click the items below to view/ download written manuals on Google Drive

• Any learner group and proficiency level (to improve spelling, puntuation, word choice etc.)
• Self-correction by individual learners or supporting teachers' correction process

Quillbot

Grammarly

Navigation:

Feedback Direction:Self Feedback

Feedback Mode: Mainly Three

Asynchronous Feedback

Local/ Global Feedback

Mostly used platforms:

Mahara

Sakai

Portfolium

Weebly

E-Portfolio Feedback

Adobe Portfolio

Google Sites

Contexts of Use

Advantages& Combinations

Definition

View and download handouts in English and German

Disadvantages

List ofReferences

E-Portfolio feedback

Advantages

For Teachers

For Students

Help develop multimodal skills and digital literacies (Pegrum & Oakley, 2017, p. 28) because during their compilation learners may draw on various modalities and media

By employing e-portfolios, (pre-service) teachers can broaden their repertoire of assessment strategies (Alawdat, 2013, p. 347)

Processes of selecting, organizing, and reflecting on their own work help build students’ metacognitive thinking (Ciesielkiewicz, 2019, p. 653; Lu, 2021, p. 169).

Teachers can likewise use e-portfolios as a tool for their professional self-reflection (Newby et al., 2007, p. 5)

E-portfolios do not only foster self-assessment skills, but also serve as a foundation for follow-up feedback dialogues.

Encourages self-reflection and self-assessment of students’ accomplishments and areas for improvement (Sharifi et al., 2016, pp. 7-8). This can foster their self-directed learning skills (Kiffer et al., 2021, pp. 4-5) and facilitate their active involvement in the learning process, their critical thinking and self-regulation (Ciesielkiewicz, 2019, p. 650)

E-portfolios give the instructor (or assessor) an insight into students’ progress over time (Farrell, 2020, p. 9) while learners can also gain “a more holistic sense of their learning journeys” (Martin, 2013, as cited in Pegrum & Oakley, 2017, p. 22)

Suggested Combination:

Text Editor Feedback

Collaboration with others (e.g. while creating e-portfolios or during peer-review processes) can have social and affective benefits. Insights into each other’s work and peer-feedback process are valuable for confidence-building about their own abilities and for their further development (Lu, 2021a, pp. 170–174)

Audio Feedback

E-portfolios are easily accessible, and feedback can be exchanged instantaneously (Chionidou et al., 2005, p. 230). The opportunity to incorporate various hyper- and multimedia materials also allows for easy access of external resources (Alawdat, 2013, p. 345)

Video Feedback

Screencst Feedback

E-portfolio Feedback

Disadvantages

For Teachers

For Students

Students might be concerned about the confidentiality and privacy of their e-portfolios (Pegrum & Oakley, 2017, p. 31; Valdez, 2010, as cited in Alawdat, 2013, p. 349) due to the tool’s dual role for personal reflection and educational assessment.

Actual learning gain from e-portfolios is still unclear (Alawdat, 2013, p. 341).

Compiling e-portfolios demands appropriate digital literacy and is time consuming (Alawdat, 2013, p. 349). It may lead to learners’ frustration during the creation process, especially if they lack digital skills (Alawdat, 2013, p. 342; Lu, 2021, p. 174).

Assessing e-portfolios might be time-consuming for teachers.

E-portfolio Feedback

Contexts of Use

Assignment Types

Subjects/ Disciplines

• All types of assignemnts

• Many disciplines, including vocational education (cf. the review by Lu, 2021a, p. 97)
• Assist the transition from school or higher education to the job market
• "Document continuous professional development activities for those already in the workplace" (as reviewed by Farrell, 2020, p. 10)

Learning Environment

• Face-to-face Class

• Hybrid Class
• Blended Learning

• Online Class

Learning Objectives

• Show a person’s development over time (Farrell, 2020, p. 9)
• May be utilized to showcase one’s own competencies (Farrell, 2020, p. 9)
• Reflective and thus rather personal, can be frequently shared with others for some kind of assessment purpose

Sample Tasks & Manuals

Learner Groups

Click the items below to view/ download written manuals on Google Drive

• Language learners and prospective language teachers
• Student self feedback
• External feedback by teachers, employers or peers

Google Sites

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly Two

Asynchronous Feedback

Local/ Global Feedback

Mostly used platforms:

Screencastify

Loom

Opencast

Camtasia

Screencast Feedback

iMovie (iOS)

Quick Time (iOS)

Interactive VideoSuite

Techsmith Capture

Contexts of Use

Disadvantages& Combinations

Definition

Advantages

View and download handouts in English and German

List ofReferences

sCREENCAST fEEDBACK

Advantages

For Teachers

For Students

Multimodal: the commenting process is audible and visible and thus accommodates different learner preferences (Ali, 2016, p. 117; Grigoryan, 2017; Schluer, 2020c, p. 3)

Spoken feedback allows for more information (Ali, 2016, p. 108) and more in-depth explanations (Cavaleri et al., 2013; Özkul & Ortactepe, 2017; Schluer, 2020b, p. 44)

More personalized, makes the learners feel that the teachers have “a genuine interest in their work” and progress (McCartan & Short, 2020, p. 22)

Traceability, increased transparency and clarity of feedback (Ali, 2016, p. 117; Cunningham, 2019; Schluer, 2020c, p. 3)

The oral comments convey emotional color, praise and encouragement as well as a depth and subtlety that cannot be transported by written feedback alone (cf. Séror, 2012, p. 111; Silva, 2017, p. 334).

Strengthen the rapport between instructors and learners (Ali, 2016, p. 109; Anson et al., 2016, pp. 392, 397; West & Turner, 2016) without bringing too much affective stress (Séror, 2012, p. 110).

Gain additional language input (Vincelette & Bostic, 2013, p. 267), e.g. pronunciation and listening skills

Interactive (hyperlinks to websites, quizzes, reflective questions) (Schluer, 2021b, p. 160)

Convenient, as it is independent of time and space (e.g. McCartan & Short, 2020; Séror, 2012, p. 110;).

Screencast fEEDBACK

Disadvantages

For Teachers

For Students

Suggested Combination:

Due to unfamiliarity with the method, both assessors (van der Zijden et al., 2021, p. 60; Vincelette & Bostic, 2013, pp. 270, 273) and learners (Ali, 2016, pp. 109, 118; Bakla, 2017, p. 329) may feel an initial anxiety.

As a one-way interaction (e.g. Mahoney et al., 2019, p. 166; Stannard, 2019, pp. 67–68; Thompson & Lee, 2012), students are unable to immediately reply to it and ask questions (cf. Bakla, 2017, p. 328; Mann, 2015, p. 171; Özkul & Ortaçtepe, 2017, p. 873).

Cloud Editor Feedback

Video Conference Feedback

It is still unclear whether SCFB is a time saver as compared to other feedback methods (Bakla, 2017, p. 327; Fang, 2019, pp. 118, 147; Ghosn-Chelala & Al-Chibani, 2018, p. 150).

The “multiple modalities may overwhelm” some students (Fang, 2019, p. 36; cf. Henderson & Phillips, 2015, p. 63) because they require them to listen, think and write at the same time (Ali, 2016, pp. 108, 115; Elola & Oskoz, 2016, p. 69).

Students and lecturers might have different feedback preferences (McLaughlin et al., 2007, p. 338); reluctance to try new methods (Mann, 2015, p. 175; Özkul & Ortaçtepe, 2017, p. 874)

Technical problems, such as bad audio quality (e.g. Ali, 2016, pp. 110, 116, 118), storage space (Anson, 2015, p. 381; Fang, 2019, pp. 88–89) and long download times of video files (e.g. Ali, 2016; Bakla, 2017, p. 329)

Suggested Combination:

Text Editor Feedback

L2 learners may find it hard to follow the contents if the feedback provider talks too fast (Soden, 2016, pp. 224, 230; Stannard, 2007; Zhang, 2018, p. 27).

Screencast fEEDBACK

Contexts of Use

Learner Groups

Subjects/ Disciplines

Sample Tasks & Manuals

• Mainly used by higher education staff to provide feedback to students
• peer-to-peer SCFB (Schluer, 2021a) or learner-to-instructor SCFB (McDowell, 2020a; 2020b; 2020c)

• Most commonly in language learning contexts, notably for improving students’ writing skills
• Teacher education and teacher training (e.g. Borup et al., 2015; Schluer, 2020b; 2021a; 2021d)
• Many further disciplines, including social and natural sciences, medicine and nursing, mathematics and engineering

View/ download written manuals on Google Drive

Watch video tutorials on YouTube

Application name

Camtasia

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Camtasia: combination screencast + talking head

Learning Objectives

Assignment Types

• Anything that can be displayed on a screen, such as electronic texts, presentations, simulations or websites (e.g. Borup et al., 2015, p. 179; Delaney, 2013, p. 299; Perkoski, 2017, pp. 45, 47, 51–52)

• Primarily beneficial for formative assessment, i.e. in-process support
• Summative assessments can also be done via SCFB if institutional regulations allow it (e.g. McCarthy, 2015; 2020).

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly One

Asynchronous Feedback

Global Feedback

Mostly used platforms:

Audio comments in MS Word, GoogleDoc or Evernote Voice memo apps (recording) Audacity, YOCLE or Vocaroo (recording and distribution)

Audio Feedback

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

AUDIO fEEDBACK

Advantages

For Teachers

For Students

More personal, providing more constructive feedback for improvement than simply evaluating the task (Hennessy & Forrester, 2014); enables and encourages detailed feedback (Pölert, 2020)

Vocal emphasis can clarify the meaning of certain comments, and the pace of speech can be varied to draw the learner's attention to complicated concepts (Bond, 2009, p. 2)

Timesaving: one minute of audio recording is equivalent to six minutes of written feedback (Lunt & Curran, 2010)

Learners’ confidence can be fostered because audio feedback often leaves a more positive overall impression (Cavanaugh & Song, 2014, p. 126)

Suggested Combination:

Text Editor Feedback

Audio feedback is often more elaborate than traditional written feedback (Bond, 2009, Merry & Orsmond, 2008), and spoken explanations result in less misinterpretation (Sipple, 2007)

Less writing or typing can alleviate physical problems such as RSI syndrome (overuse syndrome) (Bond, 2009)

A direct integration is possible by inserting voice comments into a document that also contains written feedback.

Clearer, more detailed, more personal, more understandable, and allows less room for ambiguity (Bond, 2009; Merry & Orsmond, 2008)

Signals teacher’s interest and commitment (Rotheram, 2007)

The audio files can be listened to repeatedly and accessed on the go as well as at home (Cann, 2014)

Very well suited for auditory learners; benefits dyslexic learners and learners with visual impairments (Bond, 2009)

Audio fEEDBACK

Disadvantages

To solve this, the teacher (or even the students) might use speech-to-text software to obtain the transcripts (cf. Bond, 2009, p. 2; Rotheram, 2009, p. 23)

For Teachers

For Students

Editing of audio files requires specific software and technical expertise (Bond, 2009, p. 3; Cann, 2014)

Not suitable for visual learners (Olesova et al., 2011)

To enhance this, it is suggested to combine audio feedback with follow-up exchanges

Suggested Combination:

Feedback is separated from the work being assessed; no direct reference (unlike, for instance, written comments in the margin) (Bond, 2009)

Initially, the recording and sharing of individual audio files is more (time) consuming than written feedback (Merry & Orsmond, 2008)

Text Editor Feedback

Suggested Combination:

Video Conference Feedback

In this combination, written feedback can be handed out separately, e.g. in the form of a completed assessment rubric or any other written summary. The brief written remarks (for instance as bullet points) can then serve as a guideline for (producing and) processing the more detailed audio comments (Heimbürger, 2018, p. 114).

Chat Feedback

Email Feedback

The effectiveness of audio feedback is not higher than that of written feedback (Macgregor et al., 2011)

Often less emphasis on grammar, spelling, and punctuation errors (Cavanaugh & Song, 2014)

Learners cannot skim the feedback and search for keywords; they must listen to the whole audio file (Cann, 2014)

Audio files may be too large to send via e-mail, and, thus, an online server is required (Hennessey & Forrester, 2014)

Suggested Combination:

Text Editor Feedback

Audio fEEDBACK

Contexts of Use

Learner Groups

Subjects/ Disciplines

• Mostly been employed by teachers to give feedback to learners
• Mostly been implemented in higher education settings (mainly undergraduate)

Many disciplines, such as

• sociology (Bond, 2009)
• biology (Merry & Orsmond, 2008)
• nursing (Gould & Day, 2013)
• business (Chew, 2014),
• programming (Renzella & Cain, 2020)
• engineering (Heimbürger, 2018)

• English (EFL and ESL) (Olesova et al., 2011) and other language courses

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Sample Tasks & Manuals

Learning Objectives

Assignment Types

• Suitable for summative and formative purposes (Hennessy & Forrester, 2014, p. 778; Rotheram, 2009, p. 22)
• Either for the work of individuals or groups (Heimbürger, 2018, p. 107)

• Mainly used to provide feedback for written tasks, such as essays (Cann, 2014) and seminar papers (Carruthers et al., 2014)
• Group presentations
• Pronunciation teaching (Yoon & Lee, 2009)

Click the items below to view/ download written manuals on Google Drive

iPhone voice memos

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly One

Asynchronous Feedback

Global Feedback

E-mail Feedback

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

Email fEEDBACK

Combination with text editor: Specific comments could be directly inserted into the attached file, while the mail text will offer general corrective feedback or advice (suggested by Honeycutt, 2001, p. 53 )

Advantages

For Teachers

For Students

Suggested Combination:

Feedback mails can include questions or response options for learners to encourage a dialogue between them and the teacher (Barton & Wolery, 2007, p. 56)

Timesaving: it does not require scheduling with learners (in contrast to on-site feedback) (Barton & Wolery, 2007, p. 56)

Text Editor Feedback

AWE

Teachers can use their e-mail record to see the progress and development of individual learners over time (Barton & Wolery, 2007, p. 56)

E-mails provide an electronic record of the feedback. Learners can thus review it at any time (Barton & Wolery, 2007, p. 56)

Combination with AWE: the mail text might be checked by using an AWE tool

Learners tend to respond very positively to the use of digital tools and often prefer them over traditional methods; they are familiar with e-mailing from their personal lives (digital literacy) (De Coursey & Dandashly, 2015, pp. 216-217)

General feedback can be sent simultaneously to all course participants, which saves time and effort (Nnadozie et al., 2020, p. 7)

Seen as a more casual form of communication (compared with, for instance, on-site office hours) and could thus encourage more questions and comments from learners regarding their individual feedback and progress (Huett, 2004, p. 38, Barton & Wolery, 2007, p. 56)

E-mail can create a sense of anonymity, which caters for the preferences of shy learners in particular. It may thus encourage greater interaction (e.g., follow-up questions, need for clarification) (Huett, 2004, p. 38).

Easy to attach hyperlinks and further documents

Quicker and more immediate feedback (Huett, 2004, p. 38)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Suggested Combination:

Audio Feedback

No pressure to respond immediately to the criticism and feedback received (Bond, 2009)

Transmitting large amounts of information quickly and easily to learners (Nnadozie et al., 2020, p. 7)

Video Feedback

Email fEEDBACK

Disadvantages

For Teachers

For Students

The lack of social cues in e-mails has been shown to hinder relationship-building with learners, contrary to, for instance, on-site meetings (Kurtzberg et al., 2006, p. 6)

E-mails lack social cues (facial expressions, gestures, certain tone of voice and other non-verbal communication). However, people rely on these cues to decide how to respond or what to do next. This could lead to a "negativity bias" towards e-mails (Glei, 2016; Huett, 2004, p. 39).

Suggested Combination:

Video Conference Feedback

Teachers cannot directly address and comment on the errors but can only refer to specific errors in their e-mail, which can lead to ambiguities (De Coursey & Dandashly, 2015, pp. 223-224)

Suggested Combination:

Multitude of e-mails (especially from several courses) is unmanageable. Teachers can quickly lose track of e-mails, and the incoming mails from learners could be overwhelming (De Coursey & Dandashly, 2015, p. 222)

Audio Feedback

E-mail communication is a primarily text-based medium and thus disadvantageous for auditory learner types (Huett, 2004, p. 38)

Video Feedback

Email fEEDBACK

Contexts of Use

Learner Groups

Subjects/ Disciplines

• Often for teacher-to-student feedback and peer feedback among students and colleagues
• Also for student-to-instructor feedback (e.g. Bloch, 2002)

Many disciplines, such as

• psychology (Keefer, 2020),
• EFL (Farshi, 2015; Hosseini, 2012; 2013)
• audit (White, 2021),
• engineering (Hassini, 2006)
• business (Hassini, 2006; Nnadozie et al., 2020),
• computer science (Voghoei et al., 2020),
• teacher training (McLeod et al., 2019)
• education (Yu & Yu, 2002)

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Learning Objectives

Sample Tasks & Manuals

Assignment Types

• Summative comments written at the end of an assignment
• Formative purposes, including progress feedback, e.g. in blended learning (see van Oldenbeek et al., 2019) or distance learning settings (cf. Huett, 2004, p. 35)

• General feedback to a course or group (e.g. Keefer, 2020; White, 2021)
• Personal feedback provided to individual students (Barton & Wolery, 2007; McLeod et al., 2019; Zhu, 2012)

Click the items below to view/ download written manuals on Google Drive

Gmail

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly Two

Asynchronous Feedback

Global Feedback

Mostly used platforms:

Loom

iMovie (iOS)

Camtasia

Photo Booth(iOS)

(Talking-head) Video Feedback

Screencast-O-Matic

Contexts of Use

Disadvantages& Combinations

Definition

Advantages

View and download handouts in English and German

List ofReferences

(talking-head) Video fEEDBACK

Advantages

For Teachers

For Students

Videos can help learners build a sense of connection or relationship with the teacher (Borup et al., 2012, p. 201; Borup et al., 2014, p. 236)

Allows for natural, open and casual communication with learners (Borup et al., 2014, p. 240)

Is personalized for the learner (Borup, 2021), so learners perceive the teacher as more authentic and honest (Borup et al., 2014, p. 242; Hall et al., 2016, pp. 17-18)

Can facilitate high-quality formative feedback (Hall et al., 2016, p. 1)

Increases the teacher’s social presence. It allows them to have a “conversation”, speak with emotions and develop a sense of closeness with the learners (Borup et al., 2014; Ryan, 2021, p. 138)

Creates the impression of face-to-face feedback, which is one of the most favored feedback methods, as it allows learners to perceive social cues (Borup et al., 2014, p. 243, Hall et al., 2016, p. 13)

Fewer misinterpretations due to the perception of social cues, such as body language, facial expressions or gestures (Borup, 2021), as well as conversational cues, e.g. tone and pace of voice (Ryan, 2021, p. 138);

Filming oneself raises awareness of one's own actions and thus enables teachers to reflect upon and improve their own feedback practices (Tochen, 2008, p. 426)

Learners perceive video feedback very positively (Hall et al., 2016, p. 9), thus helps promoting learner engagement and motivation (Hall et al., 2016, p. 1)

Allows for elaborate, clear, and detailed feedback (Borup et al., 2015, pp. 176–177; Hall et al., 2016)

Addresses multiple learner preferences (visual and auditory learner types)

Less time-consuming than detailed handwritten/ typed feedback (Borup et al., 2015)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Feedback can be paused and viewed repeatedly (Tseng & Yeh, 2019, p. 146)

Quicker and more immediate feedback (Huett, 2004, p. 38)

(talking-head) VIDEO fEEDBACK

To solve this, written feedback could be provided additionally, e.g. by means of a completed assessment sheet or by typing comments into the submitted assignment (Bahula & Kay, 2020, p. 6539)

Disadvantages

For Teachers

For Students

Suggested Combination:

Very difficult to locate specific aspects of the feedback in their own work (due to separation of work and feedback) or to refer to specific passages when asking questions about it (Hall et al., 2016; Henderson & Phillips, 2015)

Potential frustration over student’s poor performance cannot be hidden in the video due to recorded body language and facial expressions (Borup, 2021)

Text Editor Feedback

Screencast Feedback

When being used together with screencast feedback, depending on the size of the displayed talking-head video, its effects might diminish

Learners who perceive on-site oral feedback situations as negative and uncomfortable might feel similar about video feedback (Hall et al., 2016, p. 20)

The teacher must be in a quiet room with minimal external auditory and visual distractions (Borup et al., 2014, p. 236)

Outdated or slow devices or unstable internet connections result in long loading times for videos (Lee & Bailey, 2016, p. 146)

Requires a certain level of technical expertise (Borup et al., 2014, p. 236; Lee & Bailey, 2016, p. 138)

Complex editing and time-consuming creation of videos (Borup et al., 2014, p. 236; Lee & Bailey, 2016, p. 138)

Integrated webcam videos may obscure parts of the image or presentation (Borup, 2021)

(talking-head) VIDEO fEEDBACK

Contexts of Use

Learner Groups

Subjects/ Disciplines

• Commonly from instructors to students (e.g. Henderson & Phillips, 2015; Parton, Crain-Dorough, & Hancock, 2010)
• also for peer feedback (Huang, 2016)

Many disciplines, such as

• education
• business
• the humanities and the natural sciences (cf. the review by Bahula & Kay, 2020, p. 6536; Crook et al., 2012)

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Learning Objectives

Sample Tasks & Manuals

Assignment Types

• Mostly used for summative feedback
• Depending on the assignment, can also be used for formative purposes, such as progress report

Click the items below to view/ download written manuals on Google Drive

• Specifically suited for “feedback that doesn’t require you to show student work” (Borup, 2021, n.p.)
• Less appropriate for written assignments

Camtasia

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly One

Asynchronous Feedback

Local/ Global Feedback

Mostly used platforms:

MS Office Word: “Track changes”

and comment features

Text Editor Feedback

Open Office Writer

Pages (iOS)

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

Text Editor fEEDBACK

Advantages

For Students

For Teachers

Timesaving for teachers, as papers are usually submitted as Word documents and can thus be edited immediately using the same program (Chang et al., 2018, p. 409)

Can lead to improved writing skills in areas such as grammar, spelling, sentence structure, or vocabulary (Chang et al., 2018, p. 409; Ene & Upton, 2018, p. 2)

Suggested Combination:

Students perceive text editor feedback as positive, straightforward, and convenient (Chang et al., 2018, p. 408)

Automated Writing Evaluation

The actual editing and adding of comments is intuitive and quick (Rodina, 2008, p. 109)

Teachers may insert preset text-based comments or links to helpful websites (Chang et al., 2018, p. 409)

"Track changes" feature (MS Word) preserves the original learner-product in addition to the suggested corrections, allowing learners to make a cognitive comparisons and identify differences between their original and the suggested forms (Chang et al., 2018, p. 409)

One of the most accessible and easiest methods for digital feedback (Ene & Upton, 2018, p. 3)

Ideal for anonymous peer feedback (this can lead to more direct, honest, and critical feedback) (Chang et al., 2018, p. 409)

Requires no special technical expertise compared to e.g. screencast feedback or audio feedback

Low time investment, as correction and commenting can be done simultaneously

Feedback is more detailed and longer (Rodina, 2008, p. 106)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Learners can access feedback from anywhere (e.g. from home, the university, the library, etc.)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Timesaving: suggestions for changes can be taken over directly (Silva, 2012, p. 11)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Text editor fEEDBACK

Disadvantages

For Students

For Teachers

When used for peer feedback, learner proficiency can influence the effectiveness of the feedback. Low proficiency learners often benefit more from peer feedback than high proficiency learners (Chang et al., 2018, p. 409; Ge, 2011, p. 88)

Lack of flexibility of the text editor software, as not all settings can be adjusted. For example, the default settings are often very red-heavy, which can be discouraging for learners (Chang et al., 2018, p. 409)

Detailed and long comments can lead to space problems and make the edited document cluttered (Silva, 2012, p. 3)

High amount of comments can be overwhelming; not possible to structure the comments or set a focus

Rather impersonal; does not strengthen the relationship between teachers and learners (Silva, 2012, p. 9)

Not particularly motivating and does not promote learner-teacher interaction (Ene & Upton, 2018, p. 3)

Potential incomprehensibility and miscommunication if there are only written comments (Ene & Upton, 2018, p. 3)

Focus is often on the textual surface (such as spelling, punctuation, grammar, formatting), thus neglecting the content, structure, and organization of the text (Ene & Upton, 2018, p. 3)

Suggested Combination:

Audio Feedback

Video Feedback

High time consumption to read the whole document (Ene & Upton, 2018, p. 3)

Screencast Feedback

Text editor fEEDBACK

Contexts of Use

Subjects/ Disciplines

Learner Groups

• A common practice in numerous disciplines (see e.g. Clark-Gordon et al., 2019)

• Teacher-to-student feedback (e.g.Rodina, 2008)
• Peer feedback purposes (e.g. AbuSeileek, 2013b; Ho & Savignon, 2013)
• Combination (Al-Olimat & AbuSeileek, 2015, p. 27), i.e. starting with peer feedback and complementing it with instructor feedback

Learning Environment

• Hybrid Class

• Online Class

• Blended Learning

• Face-to-face Class

Sample Tasks & Manuals

Learning Objectives

Assignment Types

Click the items below to view/ download written manuals on Google Drive

• Formative corrective feedback as track changes and comment bubble
• Summative feedback

• Most frequently employed for feedback on written assignments, especially in large classes (Clark-Gordon et al., 2019)

Microsoft Word

Navigation:

Feedback Direction:Instructor to Student

Feedback Mode: Mainly Three

Synchronous Feedback

Local/ Global Feedback

Mostly used platforms:

Zoom

Google Meet

Skype

Microsoft Teams

Video Conference Feedback

BigBlueButton

Contexts of Use

Advantages& Combinations

Definition

View and download handouts in English and German

Disadvantages

List ofReferences

Video conference fEEDBACK

Advantages

For Teachers

For Students

Students and teachers can see each other during the feedback process (Rassaei, 2017, p. 2), but due to modal differences, it is not as intrusive for the learners as face-to-face interaction (Rassaei, 2017, p. 1)

Interactive online communication includes verbal and visual cues, e.g. body language (Monteiro, 2014; Rassaei, 2017, p. 2)

Students “can ask questions and/ or work through revisions on the spot” (Rottermond & Gabrion, 2021, p. 41), discuss reasons behind certain mistakes and corrections (Ahmed et al., 2021, p. 305)

Enables immediate feedback and supports collaborative learning among students (Fatani, 2020, p. 29)

Saves time and travel costs (Martin, 2005, p. 400), allows for interaction among students and teachers in different places around the world (Martin, 2005, p. 397), and can thus enhance communication and collaboration skills (Martin, 2005, pp. 298, 402)

Students and teachers can enhance communication by using text charts, note-taking, screen-sharing, file-sharing etc. (Monteiro, 2014, p. 58)

Suggested Combination:

Suggested Combination:

Screencast Feedback

Text Editor Feedback

Chat Feedback

Cloud Editor Feedback

Contributes to a significantly higher cognitive, social and teaching presence (Seckman, 2018, pp. 20-21)

Utilizing the screen-sharing function is useful for discussing work in progress (Schluer, 2020, pp. 53-54)

Live Poll Feedback

Quicker and more immediate feedback (Huett, 2004, p. 38)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Cloud Editor Feedback

May increase students’ motivation and engagement in the learning progress (Ahmed et al., 2021, p. 307)

Text Editor Feedback

Quicker and more immediate feedback (Huett, 2004, p. 38)

E-Portfolio Feedback

Conference can be recorded and downloaded for later review (Rottermond & Gabrion, 2021, p. 41)

Quicker and more immediate feedback (Huett, 2004, p. 38)

May improve students’ listening skills (Martin, 2005, p. 402), especially in foreign language learning settings

Quicker and more immediate feedback (Huett, 2004, p. 38)

Video conference fEEDBACK

Disadvantages

For Teachers

For Students

During one-on-one conferences with students, the rest of the course needs to work on their own without teacher guidance (Chiappetta, 2020; Schluer, 2020, pp. 53-54)

Possible difficulties with handling the software or lack of hardware (e.g. microphone or web camera) (Samuels, 2006, p. 92)

Students are possibly overwhelmed, confused, or frustrated by the multimodal functionalities of conferencing tools (Seckmann, 2018, p. 21), which can constitute a cognitive challenge for them (Guichon, 2012, p. 189)

Agreement on meeting times outside of normal online sessions might be difficult (Ahmed et al., 2021, p. 293); the scheduling process can be time-consuming (Chiappetta, 2020)

Verbal, paraverbal and nonverbal information is often restricted in video communication due to technological limitations as compared to in-person exchanges (Rassaei, 2017, p. 2), e.g. regarding eye gaze and physical distance

Video conference fEEDBACK

Contexts of Use

Assignment Types

Subjects/ Disciplines

• Almost all subjects and disciplines

• Mostlyutilized as a teaching tool (e.g. Ghazal, Samsudin, & Aldowah, 2015)
• Oral corrective feedback strategies as part of online teaching sessions (Monteiro, 2014; Rassaei, 2017)

Learning Environment

• Hybrid Class

• Blended Learning

• Online Class

Sample Tasks & Manuals

Learning Objectives

Learner Groups

Click the items below to view/ download written manuals on Google Drive

• Individual feedback conferences for formative or summative feedback, but related research is almost non-existent (e.g. Chiappetta, 2020; Samuels, 2006)

• Instructor-to-student feedback
• Peer feedback as part of e-tandem exchanges (e.g. Arellano-Soto & Parks, 2021; O’Dowd, 2007)

Big Blue Button

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Two

Asynchronous Feedback

Global Feedback

Mostly used platforms:

Blogger

WordPress

Blog Feedback

In-built Blog Tool of LMS

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

The comment function is often restricted to text. However, via hyperlinks, additional resources can be integrated that may direct the blogger to external websites or video platforms or to a shared cloud space.

blog fEEDBACK

Advantages

For Students

For Teachers

Suggested Combination:

Blogs create a discourse community (Çiftçi, 2009, p. 45; Çiftçi & Kocoglu, 2012, p. 73), promote learner interaction and nurture a sense of class community (Micelia, Murraya & Kennedya, 2010, cited in Pham & Usaha, 2016, p. 727)

Audio Feedback

Easy and quick creation (Sayed, 2010, p. 55)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Video Feedback

Text Editor FB

Can be used for individual or group feedback (Çiftçi, 2009, p. 43)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Can cultivate learning communities “that build professionalism and engage students in higher levels of self-reflection” (Novakovich, 2016, p. 17)

The feedback comments can be viewed in chronological order (Çiftçi, 2009, p. 43), which helps teachers to monitor the contributions by individual students

Writing to an authentic audience can foster leaners’ writing motivation, interaction, and self-confidence (Çiftçi, 2009, p. 45; Gedera, 2012, p. 28; Huang, 2016, p. 44)

It motivates both students and the instructor to interact beyond the classroom (Greer & Reed, 2008, as cited in Pham & Usaha, 2016, p. 727)

Allows students to read their peers’ assignments at their own pace, time and place, making them feel less rushed or under time pressure (Gedera, 2012, p. 27; Sayed, 2010, p. 55)

Blogs “are made available to both instructional practitioners and students involved, free of any financial costs” (Zhang et al., 2014, p. 679)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Gives rather shy and quiet learners more time for the formulation of responses and consideration of what to write (Kitchakarn, 2013, p. 155; Sayed, 2010, p. 55)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Useful tool to improve students’ writing skills (Hernandez et al., 2017, p. 115), attitude towards writing, confidence in writing (Hernandez et al., 2017, p. 138), critical thinking skills (Çiftçi, 2009, p. 45; Huang, 2016, p. 44), cooperative and autonomous learning (Zhang et al., 2014, p. 679)

blog fEEDBACK

Disadvantages

Suggested Combination:

For Students

For Teachers

Wiki Feedback

Due to the public nature of online blogs, students might not dare to openly express their opinions or to write about certain topics (Novakovich, 2016, p. 26; Sayed, 2010, p. 58). Especially for peer-review, students might be more conservative in their writing. This is not conducive to students' self-reflection (Xie, Ke & Sharma, 2008, p. 23)

Cloud Editor FB

It is “difficult to signpost errors in order to enable students to improve on their performance” (Dippold, 2009, p. 28). Thus, blogs might rather be implemented for very general feedback than for specific corrective feedback (Huang, 2016, p. 44)

Suggested Combination:

To facilitate collaboration, blogging could be preceded by collaborative writing in a wiki (Dippold, 2009, p. 32) or in a cloud document.

Text Editor FB

Increased workload as teachers may have to “maintain constant attention to how well the students have been progressing […] in terms of the essay completed, peer feedback, and revision” (Zhang et al., 2014, p. 680)

During peer-review, students are inclined to use informal language and social comments instead of engaging in meaningful, constructive feedback activities (Wu, 2006, p. 133; Xie, Ke & Sharma, 2008, p. 23)

The reviewers may print a PDF of the blog in order to annotate it with specific comments

Blog usage lacks structure (Sayed, 2010, p. 58) and the’ online environment can be more distracting and less formal for learners (Hernandez et al., 2017, p. 106)

Highlighting language errors on blogs takes more time than marking errors on paper (Huang, 2016, p. 44)

Some blogs require registration before users can comment on blog posts; remembering various log-in data can be troublesome (Zhang et al., 2017, p. 680)

Due to blogs’ asynchronous nature, comments cannot be immediately followed up

Suggested Combination:

Video Conference Feedback

Direct editing of blog entries is not possible (Dippold, 2009, p. 32)

Blog usage may cause challenges regarding practicality and data security (Pham & Usaha, 2016, p. 727)

Some students do not feel competent enough to read and comment on their peer’s blogs (Çiftçi, 2009, p. 109)

bLOG fEEDBACK

Contexts of Use

Learning Objectives

Subjects/ Disciplines

• Summative comments for the blog entries post as blog comments
• Can also serve for formative purposes

• Many subjects, notably in ESL (English as a second language) or EFL (English as a foreign language) set- tings (e.g. Çiftçi & Kocoglu, 2012; Nguyen, 2012)
• Not only useful for educational settings, but also for social in- teractions in personal or commercial contexts (cf. Campbell, 2003, cited by Gedera, 2012, p. 19)

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Sample Tasks & Manuals

Assignment Types

Learner Groups

• Mostly used for written assignments, however, its ability to contain hyper- and multimedia materials (cf. Hernandez et al., 2017, p. 104) makes it also applicable to multimodal assignements

Click the items below to view/ download written manuals on Google Drive

• Mainly used for peer feedback (e.g. Dippold, 2009, pp. 18–19) because of its public commenting function
• Teacher feedback (Çiftçi, 2009, p. 43; see also Huang, 2016, p. 38)

Blogger

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Two

A-/synchronous Feedback

Local/ Global Feedback

Mostly used platforms:

Telegram

Skype

Facebook

WhatsApp

Chat Feedback

WeChat

Twitter

Instagram

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

Chat fEEDBACK

Advantages

For Students

For Teachers

Slightly delayed nature of chats affords students more time for planning and formulating their messages, reflecting on them and understanding them (Chang, 2009, p. 57; Dao et al., 2021, p. 20; Razagifard & Razzaghifard, 2011, p. 13), thus particularly suitable for lower-proficiency students (Satar & Özdener, 2008, p. 606)

Chats make incorrect forms or suggestions (visually) more salient as compared to oral interactions (Arroyo & Yilmaz, 2018, p. 944); thus focus-on-form activities are facilitated (Lai & Zhao, 2006, p. 104) and learners’ awareness of the mistakes is raised (Ene & Upton, 2018, p. 7)

Students can contribute and reconsult any time and everywhere in the chat, they do not have to wait for teacher’s permission to speak (Chang, 2009, p. 57; Liu & Sadler, 2015, p. 146);

If used in combination with a videoconference, teachers can provide corrections and suggestions in the text chat without interrupting the flow of communication (Avval et al., 2021, p. 212)

Suggested Combination:

Text Editor FB

Chats appear more anonymous and less face-threatening than live interactions, which may encourage more participation (AbuSeileek & Rabab’ah, 2013, pp. 49, 55; Satar & Özdener, 2008, p. 606). Moreover, learners might be less afraid about pointing out mistakes and addressing problems (Chang, 2009, p. 57)

Through chats, the social presence of teachers and peers can be enhanced (Sotillo, 2010, p. 364; Udeshinee, 2021, p. 184) and they are typically perceived as interactive and conversational (Honeycutt, 2001, pp. 48, 50)

Cloud Editor FB

AWE

Instructors may comment on a document with the reviewing features of their text editor and then schedule a chat appointment with the student (Ene & Upton, 2018, p. 4)

Multimodal and conversational, e.g. messages can contain multimedia attachments such as audio or video feedback, pictures, emojis (or emoticons) and hyperlinks (Bower & Kawaguchi, 2011, p. 43; Dao et al., 2021, p. 2; Soria et al., 2020, p. 797)

Chats enable instantaneous corrections (Arroyo & Yilmaz, 2018, p. 967), which is valuable for learners’ in-process support

Quicker and more immediate feedback (Huett, 2004, p. 38)

Students are familiar with chats from their free-time and feel comfortable using them (Udeshinee, 2021, pp. 184–187)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Might foster learners’ critical thinking (Avval et al., 2021, p. 212)

Quicker and more immediate feedback (Huett, 2004, p. 38)

chat fEEDBACK

Disadvantages

During video conferences, corrections or feedforward advice could be typed into the chat window while learners talk to each other or present an assignment (cf. Guichon et al., 2012).

For Students

For Teachers

Compared to other methods, chat feedback may restrict the level of detail and the resultant clarity of the messages (Chang, 2009, p. 56; Ene & Upton, 2018, p. 8). It usually contains a significantly lower amount of feedback (Ene & Upton, 2018, pp. 7, 10)

Typing is usually slower than speaking, which may negatively affect the flow of the exchange (Chang, 2009, pp. 57–59; Dao et al., 2021, pp. 18–21). Especially teachers and learners with “[l]imited typing skills” might feel discouraged and frustrated (Lai & Zhao, 2006, p. 115)

Suggested Combination:

Suggested Combination:

Video Conference Feedback

Video Conference Feedback

Chat mode might incline learners to engage in more off-task interactions (Chang, 2009, p. 58), e.g. social interaction rather than providing feedback and corrections (Bower & Kawaguchi, 2011, p. 59), thus teachers could have difficulties “in keeping the students on task” (Lai & Zhao, 2006, p. 10)

Lack of social cues, e.g. facial expressions, gestures, emotions (Dao et al., 2021, p. 16)

Centers more on local aspects rather than higher-order concerns (Chang, 2009, p. 58), probably because longer explanations would be too time-consuming

Interlocutors could feel pressured to engage in rapid turn-taking, while waiting for responses might be annoying as well (Dao et al., 2021, pp. 19, 21; Chang, 2009, p. 59)

References to specific passages of an assignment as well as cross-references to earlier chat sequences are problematic (Honeycutt, 2001, pp. 28-29)

Due to personal or cultural reasons, teachers, students, or their parents could be against chatting if it is considered unethical or informal (Udeshinee, 2021, p. 185)

Overlap of several interlocutors in a synchronous chat can lead to confusion (Loewen & Erlam, 2006, p. 10)

Teachers may fear infringements of data protection rights if they share their personal phone number for educational purposes

Prerequisite of stable internet availability and necessary hardware (Udeshinee, 2021, p. 185)

Scheduling of specific chat meetings could be problematic (Chang, 2009, p. 57)

CHAT fEEDBACK

Contexts of Use

Subjects/ Disciplines

Learning Objectives

Sample Tasks & Manuals

• Mostly implementd in language learning contexts, though could also be useful in other disciplines

• Often for corrections and quick feedback
• Corrective feedback during e-tandem exchanges between foreign language learners (Akbar, 2017; Bower & Kawaguchi, 2011; Liu, 2015)
• Formative feedback in video conferences (e.g. language, content- or technology-related comments)

View/ download written manuals on Google Drive

Watch video tutorials on YouTube

Application name

WhatsApp

Learning Environment

• Online Class

• Hybrid Class

• Blended Learning

• Face-to-face Class

Fake messenger

Telegram

Learner Groups

Assignment Types

• Suitable for feedback in multiple directions, such as peer feedback (Chang, 2009; Dao et al., 2021), instructor feedback (Avval et al., 2021) and formative student feedback to the teacher (Chen, 2021).

• E-tandem exchanges (Akbar, 2017; Bower & Kawaguchi, 2011; Liu, 2015)
• In class excersises, such as specific grammar exercises in language courses (Samani & Noordin, 2013)

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Three

A-/synchronous Feedback

Local Feedback

Mostly used platforms:

Wikipedia

Google Sites

Wiki Feedback

Wiki Function of Institutional LMS

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

wiki fEEDBACK

Advantages

For Teachers

For Students

Using wikis’ “history” function, teachers can monitor the students’ contributions and the peer feedback at any time (Kemp et al., 2019, p. 152)

It promotes the development of a supportive student community by offering an environment of “feedback, reflection, and creativity” (Demirbilek, 2015, p. 212)

Provision of peer feedback via wikis can improve students’ critical thinking skills (Demirbilek, 2015, p. 218), communication skills (Kemp et al., 2019, p. 157), and problem-solving skills (Lin & Yang, 2011, p. 91), thus fosters student’s articulation and reflection upon “their own learning and understanding; eventually improving their project” (Demirbilek, 2015, p. 221)

Teachers may set up their own wiki that includes links to their students’ wikis. This way, they can quickly access their students' work to provide formative feedback and encouragement during the writing process, as well as summative feedback and feedforward advice after their students have finished their writing (Kemp et al., 2019, p. 151)

Free from the limit of time and space (Kemp et al., 2019, p. 151), wikis enable students to work with their peers outside of the classroom (Demirbilek, 2015, p. 218), increasing and maintaining interaction and connection with their peers (Demirbilek, 2015, p. 219). In this process, students can learn from other people’s errors (Kemp et al., 2019, p. 158) as well as from their strengths (Lin & Yang, 2011, p. 94)

By using wikis, teachers can foster their students’ development of a broad skill set, i.e. idea creation; writing in the target language; information literacy; social, interpersonal, personal, cognitive, and metacognitive skills; and positive affect (Kemp et al., 2019, p. 159)

Suggested Combination:

Text Editor Feedback

Audio Feedback

Within a wiki, instructors can respond to their learners’ questions, which is especially helpful in larger classes where students might be hesitant to ask questions (Kemp et al., 2019, p. 151)

Multifunctionality and flexibility: students can edit the content, share class documents, fix errors, create their own pages, upload pictures and other class-related files (Demirbilek, 2015, p. 220)

Video Feedback

May decrease a teacher’s workload (Kemp et al., 2019, p. 159)

Usually free of charge (Vahedipour & Rezvani, 2017, p. 120)

wiki fEEDBACK

Disadvantages

For Teachers

For Students

The students’ learning gain depends on the quality of the peer feedback, as it does not come from an expert (Gielen & Wever, 2012, p. 592); peer feedback comments might be vague and less helpful (Demirbilek, 2015, p. 219)

Wiki feedback is mostly used for peer feedback, which cannot fully replace instructor feedback. Moreover, students often find instructor feedback more helpful (Kemp et al., 2019)

Suggested Combination:

Video Conference Feedback

Many students have not used the Wiki before and will need to be trained first, which can be time-consuming (Demirbilek, 2015, p. 220); some students may be resistant to using new technology (Lin & Yang, 2011, p. 97)

“The mitigation of teacher authority caused by peer feedback and Wiki writing seems to deconstruct the traditional student-teacher power relationship” (Lin & Yang, 2011, p. 96). However, it should be seen positively.

Using wikis might be challenging for some students, e.g. due to functional challenges, unfamiliarity with the wiki editing interface, absence of auto-saving feature, uploading difficulties, or formatting issues (Demirbilek, 2015, p. 219), thus leading to lots of time for editing and formatting (Demirbilek, 2015, p. 219)

Not anonymous, so students may worry about giving negative feedback (Demirbilek, 2015, p. 219). In specific cultural environments, students might be afraid of providing and receiving negative feedback (Peled, Bar-Shalom & Sharon, 2014, p. 580) and to “lose face” in front of their peers (Lin & Yang, 2011, p. 97)

wIKI fEEDBACK

Contexts of Use

Learning Objectives

Subjects/ Disciplines

• Formative intra-group peer feedback during collaborative working and learning
• Summative inter-group peer feedback and instructor feedback at the end of the group project

Including but not limited to:

• EFL (Lin & Yang, 2011)
• Education (Demirbilek, 2015; Gielen & De Wever, 2012)
• Psychology
• Medicine
• Geography
• Engineering
• Information science
• Public administration (Hu & Johnston, 2012)

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Assignment Types

Sample Tasks & Manuals

Learner Groups

• Intended for assignments that are accessible by a larger audience, e.g. the classroom, school or general public (cf. the review by Lin & Yang, 2011, pp. 89–90, 95)
• Group co-constructing work assignments during collaborative learning

• Intra-group peer feedback: given by peers working in the same group
• Inter-group peer feedback: given by members of different groups in the same learning community
• Instructor feedback

Click the items below to view/ download written manuals on Google Drive

Wikipedia

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Two

A-/synchronous Feedback

Global Feedback

Mostly used platforms:

Moodle - Forum

Blackboard - Forum

Forum Feedback

Knowledge Forum

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

Forum fEEDBACK

Advantages

For Teachers

For Students

According to Ekahitanond (2013, p. 260), the process of peer feedback in ODFs can thus encourage students to engage in critical thinking and assists students in reflecting on, rethinking, and revising the content of their work.

Teachers can have more interaction with their students (Pedrosa-de-Jesus & Moreira, 2012, p. 73), especially in long-distance learning .

Forum feedback facilitates a sense of a learning community, promoting communication and exchange between students and teachers. It promotes a collaborative learning environment, encourages self-identification as well as listening to other points of view (Ekahitanond, 2013, p. 260), which makes the learning context social and interactive (Pedrosa-de-Jesus & Moreira, 2012, p. 57)

Forum feedback offers a systematic structure for student support, facilitates sustained interaction between teacher and students as well as the monitoring of participants’ contributions, i.e. the comments they post and their responses to the feedback (Ludwig-Hardman & Dunclap, 2003, cited in Rochera, Engel & Coll, 2021, p. 4)

Suggested Combination:

Video Conference Feedback

Compared with offline classes, the online environment encourages students (incl. shy students) to ask more questions or start a discussion (Vonderwell, 2003, p. 82)

It can be easily combined with other feedback methods, especially if the forum is part of a LMS and/ or allows for multimedia attachments.

Suggested Combination:

The asynchronous nature gives students more time to reflect and search for further information before making a contribution (De Wever et al., 2006, cited in Pedrosa-de-Jesus & Moreira, 2012, p. 57). They can thus mindfully construct and phrase their ideas (Vonderwell, 2003, p. 86)

Text Editor Feedback

Audio Feedback

Video Feedback

Forum fEEDBACK

Disadvantages

For Teachers

For Students

Requires a great deal of effort, resources, and time (Pedrosa-de-Jesus & Moreira, 2012, p. 57)

It is not always possible to provide appropriate feedback, especially with many forum posts being entered in a short period of time, which is usually the case shortly before a deadline is approaching (Pedrosa-de-Jesus & Moreira, 2012, p. 72)

Using Padlet, students may lose track of the comments pinned to their screen (Atwood, 2014, p. 12)

Feedback can be difficult to structure and moderate (Pedrosa-de-Jesus & Moreira, 2012, p. 57)

Suggested Combination:

Video Feedback

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

Lack of visual communication cues (Hara, Bonk & Angeli, 2000, p. 116; Vonderwell, 2003, p. 79)

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

Teachers may have difficulties in assessing the quality of student posts (Pedrosa-de-Jesus & Moreira, 2012, p. 72)

During a synchronous feedback process, students might hesitate to continue their assignment and wait for further feedback (Fuccio, 2014, p. 223)

Students may feel uncomfortable about interacting with other students who they do not know (e.g. students from other schools or fellow students in remote learning) (Vonderwell, 2003, p. 82)

During a synchronous feedback process, students might hesitate to continue their assignment and wait for further feedback (Fuccio, 2014, p. 223)

“Communication in web-based environments requires clarity and careful construction of the message” (Vonderwell, 2003, p. 86), as it is easy to misunderstand or to be perceived incorrectly in an asynchronous online mode

The cloud space might be insufficient if the application is used extensively (Firth & Mesureur, 2010, p. 3)

Depth of interaction between students and instructors is not comparable to face-to-face settings (Vonderwell, 2003, p. 83)

The cloud space might be insufficient if the application is used extensively (Firth & Mesureur, 2010, p. 3)

Less personal than face-to-face interactions (Vonderwell, 2003, p. 83)

Suggested Combination:

Suggested Combination:

Video Conference Feedback

Video Conference Feedback

Synchronous tools require a stable internet connection (Aubrey, 2014, p. 53)

Feedback is usually not immediate (Vonderwell, 2003, p. 84) and questions might be left unanswered (Vonderwell, 2003, p. 83)

Forum fEEDBACK

Contexts of Use

Assignment Types

Subjects/ Disciplines

• Mostly been used for written feedback to written assignments

A variety of subjects, such as

• EFL (Ekahitanond, 2013),
• Biology (Pedrosa-de-Jesus & Moreira, 2012),
• Psychology (Hara, Bonk, & Angeli, 2000; Rochera et al., 2021)
• Education (Vonderwell, 2003).

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Learner Groups

Sample Tasks & Manuals

Learning Objectives

• Mostly peer feedback (e.g. Ekahitanond, 2013) due to its social, collaborative nature
• Instructor feedback (e.g. Rochera et al., 2021) as a supplement or conclusion of the discussion thread

Click the items below to view/ download written manuals on Google Drive

• Summative comments written as forum entries to a forum post
• Depending on the assignment, can also be used for formative purposes, such as progress report

OPAL forum

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly One

A-/synchronous Feedback

Local/ Global Feedback

Mostly used platforms:

ZUMPad

Google Docs

Cloud Editor Feedback

Etherpad

Dropbox Paper

Contexts of Use

Advantages& Combinations

Disadvantages& Combinations

Definition

View and download handouts in English and German

List ofReferences

cloud editor fEEDBACK

Advantages

Suggested Combination:

For Teachers

For Students

Allows teachers to monitor their students while they are working on a task (i.e. drafting a text); they can provide immediate feedback (Aubrey, 2014, p. 47, Sullivan, 2020, p. 669); and they can trace the changes by using the version history feature of e.g. Google Docs (Alharbi, 2019, p. 9)

Very interactive as learners can work together in real-time and engage with the comments by instructors and peers (Aubrey, 2014, p. 47; Alharbi, 2020, p. 10; Saeed & Al-Qunayeer, 2020). This can be augmented further by the integrated chat function of e.g. Google Docs

Chat Feedback

Video Conference Feedback

Permits asynchronous editing and commenting; documents can be downloaded for further editing offline (Damayanti et al., 2021, p. 229; Fuccio, 2014, p. 220)

Positive perception and higher levels of engagement, especially in peer-reviewing tasks (Alharbi, 2019, p. 8), and positive effects on student’s learning gain (Aydawati, 2019)

It is still advisable to set deadlines, as a long time lapse may decrease motivation or disrupt interactions.

Allows immediate, synchronous feedback from various assessors at the same time (Aubrey, 2014, p. 47), and they can respond to their comments quickly afterwards

Teachers and peer-reviewers have time to think deeply about the feedback aspects they want to address (Ebadi & Rahimi, 2017, p. 807)

Suggested Combination:

Reduces the logistical and emotional burden students might have with face-to-face scenarios

The chat option allows teachers to respond to the students’ , making the feedback more conversational (Aubrey, 2014, p. 52). It encourages several feedback cycles between the peers and/ or the instructor (Wood, 2019, pp. 79-80)

Audio Feedback

Video Feedback

Multimedia elements can be inserted (Saeed & Al-Qunayeer, 2020, p. 9) or directly accessed via hyperlinks

Advantage over text editor feedback

More time-efficient, as the synchronization allows faster turnaround of feedback (Aubrey, 2014, pp. 47, 52)

Advantage over text editor feedback

Hardly any data loss owing to the continuous automatic saving (Fuccio, 2014. pp. 224-5); external storage devices or the printing are not necessary (Aubrey, 2014, pp. 47, 52); no compatibility problems

Similar to text editor feedback

Easy localization of feedback comments (Fuccio, 2014, p. 209)

Cloud editor fEEDBACK

Disadvantages

For Teachers

For Students

Teachers needs to spend time training themselves as well as their students before implementing feedback on e.g. Google Docs (Aubrey, 2014, p. 53)

Depending on the application, students might need to set up an account (i.e. for Google Docs, students need a valid Google account) (Firth & Mesureur, 2010, p. 4)

Depending on the application, students might need to set up an account (i.e. for Google Docs, students need a valid Google account) (Firth & Mesureur, 2010, p. 4)

Suggested Combination:

Automated Writing Evaluation

Depending on the application, teachers might need to set up an account (Firth & Mesureur, 2010, p. 4), and these external providers possibly do not fully align with educational institutions’ policies (i.e. regarding data protection)

Not all cloud applications allow in-process commenting and editing, some only allow the upload of documents created in a local text editor (Fuccio, 2014, pp. 222–223). After uploading, conversion problems might occur (i.e. font or formatting changes) (Firth & Mesureur, 2010, p. 4)

Not all cloud applications allow in-process commenting and editing, some only allow the upload of documents created in a local text editor (Fuccio, 2014, pp. 222–223). After uploading, conversion problems might occur (i.e. font or formatting changes) (Firth & Mesureur, 2010, p. 4)

Immediacy of commenting might lead to many unconnected and spontaneous remarks, decreasing the value and usability of the feedback

During a synchronous feedback process, students might hesitate to continue their assignment and wait for further feedback (Fuccio, 2014, p. 223)

During a synchronous feedback process, students might hesitate to continue their assignment and wait for further feedback (Fuccio, 2014, p. 223)

Each user of the cloud document can edit or delete each other’s content, creating a possible danger of data loss

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

Suggested Combination:

Screencast Feedback

The available server space might be limited (Firth & Mesureur, 2010, p. 3)

The cloud space might be insufficient if the application is used extensively (Firth & Mesureur, 2010, p. 3)

The cloud space might be insufficient if the application is used extensively (Firth & Mesureur, 2010, p. 3)

Synchronous tools require a stable internet connection (Aubrey, 2014, p. 53)

Synchronous tools require a stable internet connection (Aubrey, 2014, p. 53)

cloud editor fEEDBACK

Contexts of Use

Learning Objectives

Learner Groups

• Appear to be particularly suitable for supporting learners in the process of completing a task, for instance when drafting a text.

• Very useful for peer feedback due to their collaborative functionalities (e.g. Aydawati, 2019; Ebadi & Rahimi, 2017)

• Teacher feedback (e.g. Saeed & Al Qunayeer, 2020; Shintani & Aubrey, 2016; Yim, Zheng, & Warschauer, 2017).

Learning Environment

• Online Class

• Hybrid Class

• Blended Learning

• Face-to-face Class

Subjects/ Disciplines

Sample Tasks & Manuals

Assignment Types

• The cloud editor can be used in a variety of different disciplines. Also, teachers can choose different Cloud Applications for feedback depending on the type of assignment.

• Similar to text editor feedback, cloud editor feedback is mostly used to provide feedback for written tasks, such as essay, term paper, research proposal, etc.

Click the items below to view/ download written manuals on Google Drive

Google Docs

Navigation:

Feedback Direction:Student to Instructor

Feedback Mode: Mainly One

Synchronous Feedback

Local Feedback

Mostly used platforms:

Mentimeter

Pingo

(Live) Poll Feedback (ARS)

Socrative

Particify

Poll Everywhere

Contexts of Use

Advantages& Combinations

Definition

View and download handouts in English and German

Disadvantages

List ofReferences

(live) poll fEEDBACK

Advantages

For Teachers

For Students

ARS enable an immediate collection of student feedback to particular questions (Chavan et al., 2018, p. 465; Little, 2016; Mork, 2014), which is particularly useful for large classes (Pichardo et al., 2021, p. 12).

All students can participate at the same time, e.g. answering a question does not depend on the teacher selecting a particular person to respond, making it “democratic and inclusive” (Pichardo et al., 2021)

Suggested Combination:

Video Conference Feedback

ARS facilitates a “teacher-student dialogue in relation to the teaching-learning process” and learners may thus feel “co-responsible” for the learning success (Pichardo et al., 2021, pp. 11, 13)

Compared to hand-held clickers, online ARS are cost- and time-saving because no devices need to be purchased and distributed to the students in class (Little, 2016, p. 1)

The results are displayed instantaneously (Pichardo et al., 2021, pp. 3, 10), which helps teachers gain an insight into students’ understanding (Mork, 2014, p. 134) and helps them adjust their further teaching accordingly (Evans, 2018, p. 29; Pichardo et al., 2021, p. 11)

Can be highly motivating because students’ knowledge, interests and preferences are acknowledged (Mork, 2014, p. 132; Pichardo et al., 2021, pp. 11, 13), which can lead to higher engagement in the learning process and increased participation in the classes (Evans, 2018, p. 25)

ARS may enhance self-assessment (Mork, 2014, p. 132), peer reflection and group discussions and thus a more critical engagement with the learning contents (Mork, 2014, p. 133; Pichardo et al., 2021, p. 11)

Quicker and more immediate feedback (Huett, 2004, p. 38)

Quicker and more immediate feedback (Huett, 2004, p. 38)

ARS are user-friendly and practical (Mork, 2014, p. 132); they can be used in face-to-face, hybrid and distance learning contexts

ARS typically operate anonymously, giving learners the freedom to express their ideas without being blamed or censored (Pichardo et al., 2021, p. 10), encouraging them to be less afraid of making mistakes in front of teachers and peers (Little, 2016, p. 3)

The questions can be easily re-utilized in subsequent seminars and some systems even permit teachers to share their questions with colleagues (Mork, 2014, p. 135, regarding Socrative)

(Live) Poll fEEDBACK

Disadvantages

For Teachers

For Students

The quick nature of poll-responses can lead students to pressing the wrong button (Mork, 2014, p. 131). However, after submitting their answer, it can no longer be changed, which can be frustrating (Vallely & Gibson, 2018, p. 6)

Because the feedback is anonymous, teachers cannot relate the responses to individual students (Valley & Gibson, 2018, p. 6), so they are unable to identify those who might need special support

ARS tools can also be used to provide peer feedback on other students’ presentations (Mork, 2014, p. 133).

The limited configuration options of the programs (Pichardo et al., 2021, p. 13) as well as the space limitations for open-ended questions (Pichardo et al., 2021, p. 15; Skoyles & Bloxsidge, 2017, p. 236).

Students can only give feedback when teachers allow them to do so (Chavan et al., 2018, p. 465) and the topics are usually determined by the instructor

Requirement for internet-compatible devices as well as internet access might still be a challenge in some regions of the world (Pichardo et al., 2021, p. 16; see also Vallely & Gibson, 2018)

Actual impact of ARS on students’ learning gain is unclear (Mork, 2014, p. 129)

ARS might not be suitable for students with visual impairments or other special needs

As answers cannot be changed once pressed, the poll may not accurately reflect learners’ knowledge

Live Poll fEEDBACK

Contexts of Use

Learning Objectives

Subjects/ Disciplines

• Help teachers gain imme- diate feedback from their students during a lesson
• Collect synchronous peer feedback, for example during their presentations

A variety of fields, such as

• Engineering (Chavan et al., 2018)
• Biology (Voelkel & Bennett, 2014)
• STEM (Evans, 2018)
• Economics (Reinhardt et al., 2012)
• Law (Skoyles & Bloxsidge, 2017),
• Second/ foreign language education (Mork, 2014)

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Assignment Types

Sample Tasks & Manuals

Learner Groups

• Instant feedback to teachers during classes
• Quizzing purposes, i.e. to test the learners’ knowledge (Little, 2016, p. 2; Mork, 2014, p. 134)
• Brainstorming (Mork, 2014, p. 130)
• Presentations

Click the items below to view/ download written manuals on Google Drive

• Mostly used for student to teacher feedback during online classes, video conferences, and face-to-face classes
• Peer feedback during presentations

Pingo

Quizlet

Navigation:

Feedback Direction:Student to Instructor

Feedback Mode: Mainly One

Asynchronous Feedback

Global Feedback

Mostly used platforms:

Qualtrics

Google Forms

FeedbackSchule

Soscisurvey

Survey Feedback

Lime Survey

Smart Survey

Survey Monkey

Free Online Surveys

Contexts of Use

Disadvantages& Combinations

Definition

Advantages

View and download handouts in English and German

List ofReferences

Survey fEEDBACK

Advantages

For Teachers

For Students

Survey questions may foster students’ metacognitive thinking and could help them take on more responsibility in shaping the learning environment (Haddad & Kalaani, 2014, p. 13)

Improvement of teaching quality: Survey results can help teachers identify strengths and areas of improvement on a variety of dimensions (Bir, 2017; Kember et al., 2002, pp. 411-412)

Enhances the learning experience for the students and thus caters for a student-centered teaching environment (Haddad & Kalaani, 2014, p. 9)

Creation, administration, and analysis of the surveys is fairly fast and convenient (Vasantha Raju & Harinarayana, 2016, p. 2)

Web-based interface allows students to provide their answers from different mobile devices in a user-friendly manner (“anywhere-anytime-access”). Moreover, it gives students sufficient time for reflection (Vasantha Raju & Harinarayana, 2016, pp. 2, 5; cf. Haddad & Kalaani, 2014, p. 8) before sharing their thoughts about the course.

Quicker and more immediate feedback (Huett, 2004, p. 38)

Supporting a wide range of question types: closed questions can be analyzed easily by the programs (Vasantha Raju & Harinarayana, 2016, p. 10), and open questions provide insight into what and how teachers could improve (Bir, 2017)

survey fEEDBACK

Disadvantages

Teachers might set up a text pad with feedback questions to which every student can respond anonymously at any time as the course evolves.

For Teachers

For Students

Standardized evaluation surveys (e.g. for the entire university) lack flexibility and focus regarding the particularities of individual classrooms (Kember et al., 2002, pp. 421-422), e.g. for appreciating innovative teaching designs (Winstone & Boud, 2019, p. 114)

Students could see themselves in surveys more as “passive receivers” instead of “active seekers” of feedback (Winstone & Boud, 2019, p. 115) if their opportunities for feedback are restricted to one-way evaluation surveys (Lake et al., 2017, p. 83)

Suggested Combination:

Cloud Editor Feedback

It usually takes a while until the results from institutionally administered surveys are communicated back to the teachers, thus leaving hardly any time to adjust their teaching (Winstone & Boud, 2019, p. 112)

Long time lapses between survey completion and changes in teaching can aggravate this impression (Winstone & Boud, 2019, p. 112)

Students may not take surveys seriously as they doubt if their responses will eventually improve teaching (Huxham et al., 2008, p. 676; Kember et al., 2002, pp. 416-417)

Concerns about the anonymity of the surveys, especially in small classes (Bir, 2017).

Teachers might feel controlled or have negative attitudes towards evaluation surveys if they are used as measures for quality control and tenure (Huxham et al., 2008, p. 676)

Ineffective survey designs, such as ambiguous wording (cf. Winstone & Boud, 2019, p. 113) and lacking of full capture of intended construct, can contribute to a “low response rate” (Vasantha Raju & Harinarayana, 2016, p. 11).

Survey fEEDBACK

Contexts of Use

Learning Objectives

Subjects/ Disciplines

• The central aim is to improve the quality of teaching to meet the learners' needs and to reach the learning objectives more effectively
• Often also relevant for tenure or promotion
• Usually summative feedback given at the end of the term, though it can also be formative feedback at intermediate points

• Survey feedback can be implemented in all disciplines (cf. Bir, 2017)

Learning Environment

• Online Class

• Hybrid Class

• Blended Learning

• Face-to-face Class

Sample Tasks & Manuals

Assignment Types

Learner Groups

Click the items below to view/ download written manuals on Google Drive

• Any learner group: type, content, difficulty and language of the survey questions can be modified according to learners' needs and background knowledge

• Course evaluation surveys administered by the teacher or institution at the end of a course and/ or at intermediate points in a course

Google Forms

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Three

Synchronous/ Asynchronous

Global Feedback

Mostly used platforms:

YouTube

Instagram

Facebook

WhatsApp

Social Media Feedback

WeChat

Twitter

Pinterest

TikTok

Contexts of Use

Advantages& Combinations

Definition

Disadvantages

View and download handouts in English and German

List ofReferences

SOCIAL MEDIA fEEDBACK

Advantages

For Teachers

Suggested Combination:

For Students

Facilitates instant feedback exchange while allowing students to stay connected within their social circles. (Arulchelvan et al., 2019; Chintalapati & Daruvi, 2016; Ada et al., 2016)

Contributes to "open, flexible, and decentralized education", incorporating invisible learning into cognitive processes (Ruiz-Ruiz & Izaguirre, 2022, p. 3221)

Chat Feedback

Social media breaks away from the traditional figure of authority, allowing multiple sources of knowledge and opinions. (Ruiz-Ruiz & Izaguirre, 2022, p. 3218)

Enables interaction and engagement beyond classroom.

Suggested Combination:

DigiBoard Feedback

Powerful tools for collaborative learning, leveraging everyday spaces for educational purposes (Ruiz-Ruiz & Izaguirre, 2022)

Cloud Editor Feedback

Positively enhances resource and information sharing among students (Al-Qaysi et al., 2018, p. 2)

Particularly beneficial for students who hesitate to participate in face-to-face activities (Aloraini & Cardoso, 2020, p. 2)

Allows students to become content creators, fosters creativity in content creation, enables them to interact and receive feedback from their audience (Ruiz-Ruiz & Izaguirre, 2022, p. 3219)

social media fEEDBACK

Disadvantages

For Teachers

For Students

No conclusive results regarding the effectiveness of social media for feedback purposes. (Ruiz-Ruiz & Izaguirre, 2022; Mnkandla & Minnaar, 2017, Al-Qaysi et al., 2018; Perez et al., 2023)

Privacy threats (Perez et al., 2023)

Challenges the traditional teacher-student relationship (Perez et al., 2023)

Erosion of teachers' traditional roles (Perez et al., 2023, p. 2)

Psychological resistance from the students

Perceived risks, such as institutional issues, pedagogical views, pragmatic reasons, and values (Perez et al., 2023, p. 2)

Reluctant to embrace new forms of teaching, lacking of time to learn and develop new skills (Ada et al., 2016, p. 82)

Social media fEEDBACK

Contexts of Use

Learner Groups

Assignment Types

• Mostly adopted in higher education and professional education settings, though students from other levels were also seen in studies (e.g. in Arulchelvan et al., 2019)

• All different kinds of assignments, including but not limited to written tasks, video/ audio tasks, designing/ illustration/ creative tasks, group work. “The educational content shared on social media can be any form of text, audio or video, etc.” (Sengupta & Vaish, 2023, p. 2)

Sample Tasks & Manuals

View/ download written manuals on Google Drive

Watch video tutorials on YouTube

Application name

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Instagram

TikTok

Subjects/ Disciplines

Twitter

Learning Objectives

• A great variety of disciplines, such as language learning (Tran & Pham, 2022), teacher education (Suana et al., 2019; Lin et al., 2013), accounting (Liu, 2018), engineering (Evans, 2013), nursing (Almutairi et al., 2022), etc.

• Suitable for formative and summative purposes.
• Because of its instancy and interactivity, it is useful for feedback from different directions, including teacher feedback, peer feedback, student feedback, or a combination of these.

YouTube

Facebook

Navigation:

Feedback Direction:Peer Feedback

Feedback Mode: Mainly Three

Synchronous/ Asynchronous

Local/ Global

Mostly used platforms:

Wakelet

Padlet

Digital Board Feedback

Dotstorming

Jamboard

TaskCards

Miro

Contexts of Use

Advantages& Combinations

Definition

Disadvantages

View and download handouts in English and German

List ofReferences

digital board fEEDBACK

Advantages

For Teachers

For Students

Enables collaborative work and discussions for distance communication, allowing students to engage both synchronously and asynchronously (Ahmad et al., 2022; Bodnenkol et al., 2020; Holovina, 2021)

It serves as a convenient tool for cooperative learning, enabling the creation of diverse projects (Bodnenkol et al., 2020).

Can be used as an interactive assessment tool (Jong & Tan, 2021)

User-friendly (Lyn, 2022, p.2) and time-efficient (Indrasari, 2019, p. 98) for collecting a large amount of feedback

Padlet offers a range of privacy settings and data analytics (McLachlan & Tippett, 2023).

Students can participate and ask questions anonymously (Ali, 2021, p. 3).

Suggested Combination:

Padlet is accessible on various devices, and provides free sign-up and three free Padlet walls for usage (Lyn, 2022).

Screencast Feedback

Students' engagement and motivation increase when using Padlet (Ali, 2021; Ferro, 2018; Holovina, 2021).

Text Editor Feedback

Audio Feedback

The accessibility of materials is made easy through Padlet (Ahmad et al., 2022; McLachlan & Tippett, 2023).

Video Feedback

Facilitates peer assessment (Ali, 2021, p. 4) and offers various convenient features, such as saving as electronic documents, email sharing, embedding, mobile usage, and creating QR codes (Bodnenkol et al., 2020)

Digital board fEEDBACK

Disadvantages

For Teachers

For Students

Instructors need to take into account students' device availability and internet connectivity when using digital board feedback (England, 2017, p. 59).

Depending on the application, students might need to set up an account (i.e. for Google Docs, students need a valid Google account) (Firth & Mesureur, 2010, p. 4)

Students might need more guidance on structuring their remarks to be constructive rather than preachy or overly negative (Awaludin et al., 2017).

The implementation of digital board feedback might pose greater challenges in larger courses (Ali, 2021, p. 4).

It is essential for students to acquire knowledge on harnessing the full benefits of Padlet to enhance their English and collaboration skills, as well as to foster autonomous learning (Lien et al., 2022, p. 14)

The free version of Padlet is limited to the usage of only three Padlet walls

During a synchronous feedback process, students might hesitate to continue their assignment and wait for further feedback (Fuccio, 2014, p. 223)

Privacy concerns about the use of tools that are external to the learning management system (LMS), with some expressing worries about data protection (England, 2017).

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

High number of remarks can confuse or overburden the feedback recipients, especially with multiple peer-reviewers

The cloud space might be insufficient if the application is used extensively (Firth & Mesureur, 2010, p. 3)

Without appropriate structure, students may lose track of the comments pinned to their screen

digital board fEEDBACK

Contexts of Use

Learner Groups

Assignment Types

Sample Tasks & Manuals

• Due to digital board applications’ “features and appropriateness as a language learning, collaborative, and assessment Web 2.0 tool” (Lyn, 2022, p. 2), it is very suitable for peer feedback during collaborative learning.
• Although most studies used it for written assignments, its ability to upload multimedia files can also make it useful for other types of assignments.

• Can be used for various learner groups
• Mostly used for peer feedback

View/ download written manuals on Google Drive

Watch video tutorials on YouTube

Application name

Learning Environment

Padlet

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Miro

Subjects/ Disciplines

• Mostly used in ESL and ELT (Awaludin et al., 2017; Ahmad et al., 2022), but studies have also been done in other disciplines, such as business communication (Leslie & Johnson, 2022) and biology (Subramanian & Fadzil, 2021)

Learning Objectives

• Suitable for formative feedback during the process of peer project. Teacher summative feedback can be provided at the end of the project as a complement to the peer feedback.

Navigation:

Feedback Direction:Self Feedback

Feedback Mode: Mainly One

Synchronous Feedback

Local/ Global

Mostly used platforms:

Mondly

ChatGPT

Liulishuo

Bard

Chatbot Feedback

Siri

Bing.ai

Alexa

Claude

Contexts of Use

Disadvantages& Combinations

Definition

Advantages

View and download handouts in English and German

List ofReferences

chatbot fEEDBACK

Advantages

For Teachers

For Students

Offers comfortable, efficient and speedy assistance accessible anywhere and anytime (Adamopoulou & Moussiades, 2020; Fryer et al., 2017; Haristiani, 2019)

Acts as a valuable data analysis tool (Mageira et al., 2022, p. 3) and an intermediary between students and teachers (Essel et al., 2022, p. 4).

Provides personalized formative feedback to students in real-time, catering to their individual learning needs and pace (Mageira et al., 2022; Lo, 2023)

Enhances social interaction (Ruan et al., 2021, p. 434) and language skills (Haristiani, 2019, p. 4), useful for foreign language learning (Fryer et al., 2020, p. 16)

Reduces teacher workload by answering repetitive questions (Haristiani, 2019, p. 5)

Promotes learning achievement and self-efficacy, stimulates questions from students (Essel et al., 2022, p. 4)

Provides engaging and fun experiences (Ruan et al., 2021, p. 434) across multiple devices via text or audio (Fryer et al., 2017, pp. 8-9)

ChatGPT generates natural-sounding and context-specific responses, advancing the knowledge of textual feedback generation in chatbots (Dai et al., 2023, p. 1)

Simple and intuitive user interfaces (Essel et al., 2022, p. 2)

Reduces students' fear of making mistakes and appearing less competent (Fryer et al., 2020, p. 16), promoting confidence and reducing anxiety (Ruan et al., 2021, p. 435)

ChatGPT provides interactive and process-focused feedback to guide students' improvement and skill development (Dai et al., 2023, p. 5).

chatbot fEEDBACK

Disadvantages

For Teachers

For Students

Concerns about privacy and data security arise when students interact with chatbots (Adamopoulou & Moussiades, 2020, p. 13)

Ethical concerns arise regarding the potential for chatbots, like ChatGPT, to be exploited for cheating in assessments (Kohnke et al., 2023)

Teachers require specific skills to effectively utilize chatbots for teaching and learning purposes (Essel et al., 2022, p. 15).

Lack of empathy and personality in chatbots (Adamopoulou & Moussiades, 2020) may result in a less engaging and supportive learning experience for students

The effectiveness of chatbots depends on the quality and quantity of information and knowledge they possess based on their or data collection mechanism (Chang et al., 2022, p. 17; see also in Kuhail et al., 2022)

Cultural biases can be present in chatbots due to the source database and algorithms used. This bias is evident when translating text from an English corpus to other languages (Kohnke et al., 2023).

The integration of ChatGPT with Bing search can lessen this issue to a certain extent.

Novelty effects may wear off, leading to decreased engagement and motivation over time (Fryer et al., 2020, p. 16); "long-term learning has not been studied in detail" (Ruan et al., 2021, p. 435)

The unsupervised generation of feedback by chatbots like ChatGPT raises concerns about their accuracy and originality (Dai et al., 2023); lacking of sources or citations for its information (Kohnke et al., 2023).

Suggested Combination:

Students' errors in spelling, phrase misuse, poor intonation, and incorrect pronunciation (Adamopoulou & Moussiades, 2020, p. 13) can result in chatbots generating incorrect responses. Some chatbots struggle to answer complex or unexpected questions (Mageira et al., 2022, p. 3), causing frustration for students

Some chatbot services, such as ChatGPT's premium version, come with a cost and are not entirely free.

Automated Writing Evaluation

chatbot fEEDBACK

Contexts of Use

Subjects/ Disciplines

Learning Objectives

• Due to the chatbot’s chatting function, it has been mostly used for language learning (Haristiani, 2019)
• With its quick development, chatbots can now be used in many other subjects, such as computer science (Abbasi et al., 2019), nursing (Chang et al., 2022), engineering (Kohnke et al., 2023), etc.

• Mostly used for instant formative feedback during the learning process

Learning Environment

• Online Class
• Hybrid Class

• Blended Learning

• Face-to-face Class

Assignment Types

Sample Tasks & Manuals

Learner Groups

• Depending on the types of AI apps and chatbots, they can be used for a great range of assignments. For example, ChatGPT for written assignments, Mondly and Duolingo for learning grammar and vocabulary, Liulishuo for oral practices, etc.

View/ download written manuals on Google Drive

Watch more video tutorials on YouTube

• Various proficiency levels
• Self feedback
• Complement to teacher feedback during online learning or face-to-face classes with large amount of students

Kansei App

ChatGPT

Rehearse Coach

Navigation:

Feedback Direction:Self Feedback

Feedback Mode: Mainly Three

Synchronous Feedback

Global Feedback

Robot Feedback

Contexts of Use

Disadvantages& Combinations

Definition

Advantages

View and download handouts in English and German

List ofReferences

robot fEEDBACK

Advantages

For Teachers

For Students

Has the ability to tailor feedback strategies according to students' preferences, improving the effectiveness of the feedback process (de Haas et al., 2020, p. 16).

Unlike human instructors, robots do not experience fatigue, ensuring constant availability for students' educational needs (Park et al., 2011, p. 135)

Not judgmental like human beings, making it easier for students to accept negative feedback (Miden & Ham, 2014, p. 337; Zhexenova et al., 2020, p. 3)

Promising tools for promoting inclusive education, catering to the diverse learning abilities of students (Giannandrea et al., 2021, p. 38)

Reduces teacher workload, allows teachers to dedicate more time to content delivery and creative instruction (Zhexenova et al., 2020, p. 4)

Offers practical yet enjoyable activities, creating a participatory environment that keeps students interested and engaged in their learning (Chatzichristofis, 2023, p. 4)

Welcomed by students as as interactive learning partners, engaging students in adaptive activities (Zhexenova et al., 2020, p. 3)

Creates a more human-like, sociable, and creative learning experience compared to traditional digital tools like tablets (Zhexenova et al., 2020, p. 4).

Provides social interaction and emotional support

Supports critical thinking and complex problem-solving skills (Augello et al., 2020, p. 1)

Provides accessible and immediate feedback that is motivating (Sapounidis & Alimisis, 2020), interactive (Zhexenova et al., 2020), friendly, and responsive (Rosenberg-Kima et al., 2019).

robot fEEDBACK

Disadvantages

For Teachers

For Students

Limited evidence available from studies to draw a conclusion about the effectiveness of educational robots in improving students' learning outcomes (Anwar et al., 2019, p. 20)

Robots cannot replicate human facial expressions and subtle cues, limiting their ability to provide non-verbal feedback effectively (de Haas et al., 2020, p. 2)

Teachers may lack the necessary skills in ICT and perceive robot activities as too complex for their competences (Giannandrea et al., 2021, p. 38; see also Sapounidis & Alimisis, 2020, p. 11)

Students may perceive robots as machines rather than as human-like social agents, impacting their acceptance and response to robot-based feedback (Rosenberg-Kima, et al., 2019, p. 9).

Development and maintenance of educational robots can be expensive for teachers and educational institutions (Ajwad et al., 2017, p. 19)

Students engage differently with robots, which can affect the effectiveness of the feedback provided (de Haas et al., 2020, p. 4)

Robots may struggle to communicate and respond appropriately in group settings (Rosenberg-Kima et al., 2019, p. 9)

Novelty effects may influnce task motivation (de Haas & Conijn, 2020, p. 2)

robot fEEDBACK

Contexts of Use

Assignment Types

Subjects/ Disciplines

• All grades from Pre-K, K-12 to higher education
• Suitable for a variety of subjects, but several studies primarily focused on teaching STEM-related subjects. Moreover, social robots are often used for language learning because of its ability to provide social interactions

• Depending on the configuration of the robot, different assignment types are possible

Learning Environment

• Face-to-face Class

• Hybrid Class

• Blended Learning

Learner Groups

Sample Tasks & Manuals

Learning Objectives

• Depending on the learning activities, robots can be a peer (learning companion) for peer feedback, or an instructor assistant (learning tutor) for instructor feedback, or used for self-feedback during robot assisted training.

Click the items below to view/ download written manuals on Google Drive

• Depending on the learning activities, robots can provide formative feedback during the learning process and summative feedback at then end of the task

Humanoid Robot Pepper

Chatbot Feedback

Chatbot feedback refers to the use of artificial intelligence (AI) chatbots to provide text or oral feedback to students in educational settings. These chatbots utilize Natural Language Processing (NLP) and sentiment analysis to analyze student input and provide personalized feedback on assignments, quizzes, or other learning tasks. The chatbot feedback system aims to simulate human-like interaction, offering students timely and constructive feedback, answering their questions, and assisting them in their learning process.

(Adamopoulou & Moussiades, 2020, p. 1; Chang et al., 2022, p. 15; Yin et al., 2021, p. 155)

Feedback criteria refer to the distinction between local and/or global issues that are addressed by the feedback (Nelson & Schunn, 2009, p. 380). Local or “lower-order” issues, include mechanical aspects of spelling and punctuation as well as grammar and word choice, whereas global or “higher-order” issues, comprise coherence, argumentation, organization and idea development, etc. (e.g. Chang, 2016, p. 82; Min, 2005, p. 298).

References: Chang, C. Y.-h. (2016). Two decades of research in L2 peer review. Journal of Writing Research, 8(1), S. 81–117. Min, H.-T. (2005). Training students to become successful peer reviewers. System, 33(2), S. 293–308. doi:10.1016/j.system.2004.11.003 Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), S. 375–401. doi:10.1007/s11251-008-9053-x

Robot Feedback

Robot feedback refers to the responses and guidance provided by humanoid robots serving as learning assistants or teaching assistants. These robots, known as social robots, interact with students in a natural and interpersonal manner to deliver educational content. They can be companions to both students and teachers, facilitating various learning activities while accommodating students with physical disabilities or social impairments.

(Scaradozzi et al., 2019, p. 67; Li et al., 2019, p. 2)

Projektinformation

Finanzierung

Diese Maßnahme wird mitfinanziert durch Steuermittel auf der Grundlage des von den Abgeordneten des Sächsischen Landtags beschlossenen Haushaltes. Digital Transfer Fellowship des Sächsischen Staatsministeriums für Wissenschaft, Kultur und Tourismus (SMWK): "Transfer transdisziplinär: Digitaler Feedbackdialog zur Unterstützung von Lehr- und Lernprozessen in den Geistes- und Naturwissenschaften" (Jennifer Schluer, TU Chemnitz & Monique Meier, TU Dresden)

TESOL TU Chemnitz (Jun.-Prof. Dr. Jennifer Schluer)

Contact Us

Do you have any further tips or suggestions? Would you like to share your own teaching experiences with us? Give us feedback: tesol[at]phil.tu-chemnitz.de Chemnitz University of Technology Faculty of Humanities English Department Teaching English to Speakers of Other Languages (TESOL)/ Advanced Academic English Jun.-Prof. Dr. Jennifer Schluer Reichenhainer Str. 39 D-09126 Chemnitz, Germany https://www.tu-chemnitz.de/phil/english/sections/tesol/