Students’ perceptions towards the use of dialogig feedback in mobile applications for students’ writing

A case study

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Previous feedback research has shown its limitation – students were unable to receive feedback after school hours for their assignments. In this study, mobile Applications (m-Apps) dialogic feedback was used to enhance and improve weak students’ writing tasks. Students were able to stay in contact with their instructors after school hours for feedback. Informal learning theory was use as the theoretical framework to design the research. Eighty students participated in this study. Quantitative and qualitative research methods were used in this study. All students participated in the survey process. Only twenty students were chosen to take part in the interview session. The reason for using interview was to corroborate the results with the survey administered. The outcomes of the research have shown that students were in favour of using m-Apps to provide feedback to students. However, students were not adapted to continuous correction for the contents. They were bored and sometimes confused with their work. Besides, students had shown their dissatisfaction over the academic term used in their work and the limited access to the internet is another issue which needs our concern. Future research can focus on the influence of sociocultural aspect in giving m-Apps dialogic feedback to students' writing tasks.

Original languageEnglish
Pages (from-to)37-49
Number of pages13
JournalJournal of E-Learning and Knowledge Society
Volume10
Issue number3
Publication statusPublished - 2014

Fingerprint

Students
Feedback
student
informal learning
quantitative research
learning theory
interview
qualitative method
school
research method
qualitative research
instructor
contact
Internet

Keywords

  • Dialogic feedback
  • m-Applications
  • Students’ perceptions
  • Writing theory

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

@article{f08a6441b6ed49f1a549b8deb9a97a7b,
title = "Students’ perceptions towards the use of dialogig feedback in mobile applications for students’ writing: A case study",
abstract = "Previous feedback research has shown its limitation – students were unable to receive feedback after school hours for their assignments. In this study, mobile Applications (m-Apps) dialogic feedback was used to enhance and improve weak students’ writing tasks. Students were able to stay in contact with their instructors after school hours for feedback. Informal learning theory was use as the theoretical framework to design the research. Eighty students participated in this study. Quantitative and qualitative research methods were used in this study. All students participated in the survey process. Only twenty students were chosen to take part in the interview session. The reason for using interview was to corroborate the results with the survey administered. The outcomes of the research have shown that students were in favour of using m-Apps to provide feedback to students. However, students were not adapted to continuous correction for the contents. They were bored and sometimes confused with their work. Besides, students had shown their dissatisfaction over the academic term used in their work and the limited access to the internet is another issue which needs our concern. Future research can focus on the influence of sociocultural aspect in giving m-Apps dialogic feedback to students' writing tasks.",
keywords = "Dialogic feedback, m-Applications, Students’ perceptions, Writing theory",
author = "Soh, {Or Kan}",
year = "2014",
language = "English",
volume = "10",
pages = "37--49",
journal = "Journal of E-Learning and Knowledge Society",
issn = "1826-6223",
publisher = "Italian e-Learning Association",
number = "3",

}

TY - JOUR

T1 - Students’ perceptions towards the use of dialogig feedback in mobile applications for students’ writing

T2 - A case study

AU - Soh, Or Kan

PY - 2014

Y1 - 2014

N2 - Previous feedback research has shown its limitation – students were unable to receive feedback after school hours for their assignments. In this study, mobile Applications (m-Apps) dialogic feedback was used to enhance and improve weak students’ writing tasks. Students were able to stay in contact with their instructors after school hours for feedback. Informal learning theory was use as the theoretical framework to design the research. Eighty students participated in this study. Quantitative and qualitative research methods were used in this study. All students participated in the survey process. Only twenty students were chosen to take part in the interview session. The reason for using interview was to corroborate the results with the survey administered. The outcomes of the research have shown that students were in favour of using m-Apps to provide feedback to students. However, students were not adapted to continuous correction for the contents. They were bored and sometimes confused with their work. Besides, students had shown their dissatisfaction over the academic term used in their work and the limited access to the internet is another issue which needs our concern. Future research can focus on the influence of sociocultural aspect in giving m-Apps dialogic feedback to students' writing tasks.

AB - Previous feedback research has shown its limitation – students were unable to receive feedback after school hours for their assignments. In this study, mobile Applications (m-Apps) dialogic feedback was used to enhance and improve weak students’ writing tasks. Students were able to stay in contact with their instructors after school hours for feedback. Informal learning theory was use as the theoretical framework to design the research. Eighty students participated in this study. Quantitative and qualitative research methods were used in this study. All students participated in the survey process. Only twenty students were chosen to take part in the interview session. The reason for using interview was to corroborate the results with the survey administered. The outcomes of the research have shown that students were in favour of using m-Apps to provide feedback to students. However, students were not adapted to continuous correction for the contents. They were bored and sometimes confused with their work. Besides, students had shown their dissatisfaction over the academic term used in their work and the limited access to the internet is another issue which needs our concern. Future research can focus on the influence of sociocultural aspect in giving m-Apps dialogic feedback to students' writing tasks.

KW - Dialogic feedback

KW - m-Applications

KW - Students’ perceptions

KW - Writing theory

UR - http://www.scopus.com/inward/record.url?scp=84907853736&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84907853736&partnerID=8YFLogxK

M3 - Article

VL - 10

SP - 37

EP - 49

JO - Journal of E-Learning and Knowledge Society

JF - Journal of E-Learning and Knowledge Society

SN - 1826-6223

IS - 3

ER -