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This qualitative study examines perceptions and use of assessment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University (UK) students on beginner language courses in Spanish, French and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings.

Autonomy, acknowledged as a sine qua non for effective language learning, does not simply equate with independence, since language learning is a social activity requiring interaction with others. This also applies to distance learners, who need to reconcile independent language learning and interdependence with others. This paper draws on findings from 43 mid-course interviews with adult beginner distance learners of French, Spanish and German, and focuses on ways in which they engage with tutors and with other students, and the extent to which both interactions enhance their learning. It shows that many students are prepared to seek clarification from their tutors, but not strategic advice in areas of learning likely to be most problematic. It also highlights how feelings about working with other students can enhance or restrict progress towards autonomous interdependence. Finally it considers ways of facilitating greater learner control in these key aspects of their studies.

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