Effectiveness and Learners' Evaluation of Combining Audio and Written Online Formative Feedback for Language Learning

Within the factors and drivers identified as leading assessment in higher education, feedback often emerges as 'the most powerful single influence' (Gibbs & Simpson, 2004) on students' engagement and achievement. Although research on feedback is relatively new, in particular, that relating to audio feedback technology, the results indicate that such has to be aligned with the assessment criteria and learning outcomes in addition to being timely in order to respond to students' expectations (Weaver, 2006). Furthermore, not all types of tutor comments are equally useful as Walker (2009) reports. Price et al (2010) argue that "the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides" leading to the need for an improved student advice on how to understand and use feedback. This paper reports on the development of a multi-faceted approach to providing formative feedback on a blended e-learning module. The method combines immediate written feedback on web-based learning materials and formative online assignments with near-immediate written and audio feedback through audio eMail technology (Wimba voice eMail) regarding online oral tasks. The study was conducted over a period of four years using a multi-method approach to qualitative and quantitative data collection and analyses from a total of 100 students studying Spanish for Business at beginner's level. The use of both written and audio feedback is welcomed by students and seems to overcome some of the problems highlighted in previous research on formative assessment regarding quality, detail and timing of feedback. Nevertheless, a few students reported technical difficulties and/or misapprehension regarding the use on campus of audio eMail technology for oral assignments. The paper also presents the results on the correlation between students' grades and improvements on formative online assignments and quality of feedback and concludes with reflections and advice on the introduction of audio feedback in combination with other forms of formative feedback.