Korean EFL Students’ Perceptions of Instructor Video and Written Feedback in a Blended Learning Course
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초록
Blended learning is becoming more commonly used in English as a Foreign Language classes around the world. There is a dearth of research on Korean EFL students’ perceptions of instructor video and written feedback in the blended learning classroom. This case study examines Korean EFL students’ perceptions of video and written instructor feedback on discussion forums in a blended learning class using the Canvas Learning Management System. Data was obtained through focus groups, an online discussion forum, and documentation from students’ comments written in response to assignment feedback. Data analysis procedures included coding and developing significant themes that highlighted the primary views of the students. Results indicate that students preferred video feedback in comparison to written feedback. Based on students’ responses, the central themes that emerged include video feedback is personalized and friendly and it is easier to understand in comparison to written feedback. Students also discussed their appreciation for instructor participation in the online discussion forum. Although the benefits of video feedback were highlighted in most students’ responses, some students discussed their preference for written feedback. This study also includes students’ recommendations for improving blended learning classes in the future. Finally, practical implications and suggestions for future research are discussed.
Abstract
Blended learning is becoming more commonly used in English as a Foreign Language classes around the world. There is a dearth of research on Korean EFL students’ perceptions of instructor video and written feedback in the blended learning classroom. This case study examines Korean EFL students’ perceptions of video and written instructor feedback on discussion forums in a blended learning class using the Canvas Learning Management System. Data was obtained through focus groups, an online discussion forum, and documentation from students’ comments written in response to assignment feedback. Data analysis procedures included coding and developing significant themes that highlighted the primary views of the students. Results indicate that students preferred video feedback in comparison to written feedback. Based on students’ responses, the central themes that emerged include video feedback is personalized and friendly and it is easier to understand in comparison to written feedback. Students also discussed their appreciation for instructor participation in the online discussion forum. Although the benefits of video feedback were highlighted in most students’ responses, some students discussed their preference for written feedback. This study also includes students’ recommendations for improving blended learning classes in the future. Finally, practical implications and suggestions for future research are discussed.
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