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ERIC Number: EJ1160563
Record Type: Journal
Publication Date: 2017-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0047-2395
E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom
Alharbi, Wael
Journal of Educational Technology Systems, v46 n2 p239-251 Dec 2017
Feedback plays an important role in the student learning process as it gives the learners greater insight into what they have actually done to arrive at an outcome. The importance of providing learners with feedback during the learning process comes from the fact that it highlights the difference between the intended outcome and the actual outcome, as well as the learners' strengths and areas for improvement, thus providing a drive for change. However, providing learners with effective feedback is challenging in online settings where the physical absence of the instructor and the restrictive nature of most available online learning platforms can create a barrier to giving the appropriate feedback to the learners. In this article, I propose a freely available online technology that can be of great help to educators who teach online courses. I first review literature on the aspects that affect the quality of feedback and then demonstrate how providing e-feedback through screencast technology can positively enhance the effectiveness of feedback provided electronically in online settings. I will shed light on an empirical study conducted by the researcher in which he provided e-feedback in the form of screencasts in an online English as a Foreign Language (EFL) course with undergraduate students (n = 87) at a British University and measured the impact of each type of feedback on the learning process and learning outcomes. Toward the end of the article, I put forth my recommendations for the best use of e-feedback technologies in any online educational setting in general, and in a language classroom in particular.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A