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Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments
ABSTRACT Written assessment – in both its senses as assessment of student writing and as written feedback on the task – is an essential part of the learning journey in foreign language learning; and
Evaluating the integration of Jing® screencasts in feedback on written assignments
This presentation reports on both the student and tutor responses to the medium, as well as the nature of the feedback in terms of depth and focus.
A model of factors affecting independent learners’ engagement with feedback on language learning tasks
In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful
The role of paired listening in L2 listening instruction
Abstract Paired listening was originally developed as a research tool with the aim to understand the strategies used by L2 learners when listening to recorded speech in the target language. It offers
Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts
The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors.
DIY Techniques for Language Learners
DI Techniques for Language Learners is a useful reference for language advisors and a valuable open-access resource in teaching institutions and public libraries.
Training Learners for Self-instruction
The purpose of the book is not to formulate general theoretical claims but to provide practical examples of how such a programme might be developed and adapted for use in a range of higher education teaching institutions.
Repositioning peer marking for feedback literacy in higher education
Abstract While the benefits of peer review on feedback literacy are widely recognised, peer marking tends to be associated with summative assessment, and often dismissed as a legacy from outdated
Evaluating alignment of student and tutor perspectives on feedback on language learning assignments
ABSTRACT Feedback alignment is key to the effectiveness of formative feedback, but often tutors can only guess whether their feedback is consistent with students’ needs and expectations. This study