How to Use Audio Feedback to Improve Students’ Writing Quality

FitzPatrick, Erin; McKeown, Debra

doi:10.1177/0040059920908901

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…McKeown et al (2015, 2020) studied the use of asynchronous audio feedback using an iPad app and found it to be an effective way for teachers to provide timely and individualized feedback. In this study, students with EBD demonstrated improvements in overall writing quality and stated they enjoyed receiving audio feedback, especially because it was private and they could replay and respond in their own time.…”

Section: Assessing Writingmentioning

confidence: 99%

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Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders

McKeown,

Williams

2024

Beyond Behavior

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Preservice teacher candidates acquire and develop numerous competencies in their teaching programs, including how to teach writing. Effective writing instruction is critical across all ages and content areas, especially when working with students with and at risk of emotional and behavioral disorders, making it an important aspect of teacher preparation. This article outlines what preservice teachers should know about writing instruction at the conclusion of their program, including resources and ideas for advocating for professional development.

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Section: Assessing Writingmentioning

confidence: 99%

“…Teachers should prioritize feedback on the most important aspects of the writing task and avoid spending time and energy on copyediting, which can be done later when the ideas are organized, focused, and clearly communicated. For a teacher-friendly description of using audio feedback, see FitzPatrick and McKeown (2020).…”

Section: Feedbackmentioning

confidence: 99%

Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders

McKeown,

Williams

2024

Beyond Behavior

Self Cite

View full text Add to dashboard Cite

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“…Teachers often provide feedback for students after they complete the drafting process, which frequently focuses on elements such as grammar, spelling, and content (FitzPatrick & McKeown, 2020). However, some students may need more frequent corrective feedback on the content of their writing, especially when they are still mastering writing skills (Zaheer et al, 2019).…”

Section: Intensification and The Writing Processmentioning

confidence: 99%

It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

Sanders,

McFall,

Jolivette

2023

Beyond Behavior

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Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully intensifying elements of the writing instruction and supports provided to students. This article describes and explains how to intensify writing instruction to meet student needs.

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“…In response to the current condition, audio feedback can be an innovative way that is worth implementing in virtual writing class. Audio feedback is a commentary of students' writing that allows teachers to provide unique and tailored feedback (FitzPatrick & McKeown, 2020). Audio recordings have become easier because of the advancement of technology.…”

Section: Introductionmentioning

confidence: 99%

Hearing Your Feedback Loud and Clear: Students’ Voices of Audio Feedback in Virtual Writing Class

Anjarani

Furqon²

2022

Metathesis.J.Engl.Lang.Lit.Teach.

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There are many growing types of research about technology-supported feedback in English language teaching. Meanwhile, the study investigating audio feedback in virtual writing class during emergency remote teaching is still underexplored. In order to fill the gap, this research aims at investigating students’ perceptions towards audio feedback in virtual writing class. It employs a qualitative research design. Six students were voluntarily interviewed in this study. Furthermore, their writing was also observed. The findings of this study revealed that students view audio feedback positively. They admit that audio feedback is clear, personal, and detailed. Furthermore, students can feel the teaching presence because of the audio feedback. The further implications are discussed in this paper.

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How to Use Audio Feedback to Improve Students’ Writing Quality

Cited by 4 publications

References 22 publications

Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders

Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders

It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

Hearing Your Feedback Loud and Clear: Students’ Voices of Audio Feedback in Virtual Writing Class

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