1. Construction of Effective Assignment Feedback in Web- based Tertiary-level English Language Teaching -- A Case Study of the Course “English>Chinese Translation” at BeiwaiOnline

2. 2 Outline 1.Literature Review 2.Research Objectives 3.Research Design 4.Results and Discussions 5.Implications

3. 3 1.Literature Review: Significance of Assignment Feedback to Learning 1.1 Hattie (1987)found from his research on the factors affecting the learning outcome that feedback affected the latter more than any others. 1.2 Black and Wiliam (1998)came up with the similar findings that feedback can exert constant and positive impacts on learning. 1.3 Hyland (2001)discovered that feedback can help develop the learner’s autonomous-learning strategies and promote learning motivation.

4. 4 2. Research Objective 2.1What objectives do the learners think the assignment feedback should fulfill? 2.2What do the learners think the assignment feedback of “English>Chinese Translation” should focus on? 2.3What types of assignment feedback do the learners consider helpful to their learning of the course? 2.4What do the learners do with the assignment feedback ？ 2.5What actions do the learners take if they have problems understanding the assignment feedback ？

5. 5 3. Research Design 3.1Questionnaire survey: 86 questionnaires were emailed to 86 students in Beijing, Xiamen, Huangzhou and Guangzhou taking the course in the autumn term of 2005 and 79 were completed and sent back. 3.2 Interview: 10 students (randomly chosen, three from Bejing and Guangzhou respectively, and two from Xiamen and Hangzhou respectively) were interviewed being invited to explain their answers to the questions in the questionnaire.

6. 6 4. Results and Discussions Table 1 Purpose Percentage Praising the strengths87% Highlighting the weaknesses98% Correcting the mistakes54% Giving advice on how to correct the mistakes46% Making suggestions on how to make further improvements95% Others

7. 7 4. Results and Discussions Table 2 Area Very useful UsefulLess useful Not useful Transfer of the original information50% Choice of the target words57%43% Construction of the target sentences46%50%4% Coherence of the target text43%54%3% Use of the translation skills54%36%10% Use of the target language grammar 32%54%7% Spelling of the target words11%54%25%10% Use of the target language punctuations 39%46%11%4% Others

8. 8 4. Results and Discussions Table 3 Preferred type of feedback Percentage Overall comments praising the strengths in the assignment 50% Overall comments summarizing the major problem areas needing to be worked on 68% All problems identified and corrected 54% All problems highlighted and left to the learner to correct 11% All problems highlighted, suggestions for improvement offered and left to the learner to correct 39% Others

9. 9 4. Results and Discussions Table 4 Action taken after receiving the feedback Percentage Reading the feedback100% Correcting the errors as suggested by the feedback75% Making a mental note of the errors to avoid them in future assignments 68% Writing down the errors and corrections to remember for future assignments 29% Ignoring the feedback and errors Others

10. 10 4. Results and Discussions Table 5 Most often used strategy to solve a problem understanding the feedback Percentage Consulting references 42% Asking the tutor to explain during the tutorial 30% Phoning the tutor to get an explanation 6% Emailing the tutor to get an explanation 16% Ignoring the problem 4% Others: Posting the problem to the course forum 2%

11. 11 5. Implications 5.1 A set of assessing criteria is suggested to be formulated incorporating the aims and features of the course. 5.2 The functions of assignment feedback should not be restricted to the identification of errors but expanded to direct the learners to correct the error, offer suggestions on future improvement, praise the progress to strengthen the confidence, etc. 5.3 The language of the assignment feedback needs to be relevant, specific and constructive. 5.4 The learner should be encouraged to communicate with the tutor on their queries of the assignment feedback.

12. Thank you for your interest!