Supporting Independent Construction Online: Feedback in the SLATE project

Abstract

This paper presents a topology of feedback based on an analysis of feedback given by the SLATE tutors to one class over a semester. In doing this, the paper both critically reviews the current research on feedback and attempts to create a place for feedback within the Teaching-Learning Cycle. The analysis of feedback presented in this paper identifies a range of feedback strategies used by the tutors. In particular, the paper identifies two main criteria for categorizing feedback: (1) extent of explicitness, and (2) level of rationale provided. These two factors allow us to categorize feedback as 'hand holding', 'carrying', 'bridging' and 'base-jumping'. The paper provides examples of each of these types of feedback, relates them to the current literature on feedback, and discusses their role in students' language development. The findings of this paper will be of use to both classroom teachers as well as researchers interested in understanding the nature, role, and impact of feedback.