ERIC Number: ED467865
Record Type: RIE
Publication Date: 1999
Rethinking the Red Ink: Audio-Feedback in the ESL Writing Classroom.
Texas Papers in Foreign Language Education, v4 n1 p31-38 Fall 1999
This paper describes audio-feedback as a teaching method for English-as-a-Second-Language (ESL) writing classes. Using this method, writing instructors respond to students' compositions by recording their comments onto an audiocassette, then returning the paper and cassette to the students. The first section describes audio-feedback and explains why it is an effective alternative to traditional written comments (e.g., it lets instructors talk out comments instead of scribbling remarks in the margins, it allows instructors to provide students with a holistic impression of their writing, and it shifts teacher participation in the writing process from being an impersonal grader to being a writing coach). The next sections describe a typical audio-feedback session and discuss when to use audio-feedback, suggesting that it is particularly effective at the beginning of the semester. Finally, the paper offers some caveats for those who want to incorporate audio-feedback into their teaching (e.g., some students do not have access to cassette players, teachers should not be tempted to substitute audio-feedback for teacher-student conferences, and it may take some time for teachers and their students to become accustomed to spoken rather than written comments). (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Texas Papers in Foreign Language Education: Contemporary Issues in Foreign and Second Language Learning and Teaching, Fall 1999, see FL 027 379.