Reactions and nature of feedback in online story writing (storytube)

• Main Author: Moghadam, Nima Samareh
• Format: Thesis
• Published: 2010
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/28743/; http://libraryopac.utm.my/client/en_AU/main/search/results?qu=Reactions+and+nature+of+feedback+in+online+story+writing+%28storytube%29&te=#

The purpose of this study was to investigate the reactions and nature of feedback in online story writing (storytube). The focus of this study was on language learning aspects which were not investigated in the previous research such as investigating learners’ reactions toward the free and available technologies in language learning. YouTube and mobile phone pictures were used as the story-writing tools as well as investigating writing features which are dominant in online feedback. The first objective of this study was to investigate learners’ reaction towards online feedback activity. The second objective of this study was to investigate learners’ views on their experience of producing the online stories called storytubes in this study. Finally the third objective of this study was to identify which online writing features (content or form) were frequently highlighted by peers in the feedbacks. Data were obtained through six data collection instruments: (1) first interview, (2) participant observation, (3) storytubes, (4) peer feedback, (5) reflection notes, and (6) second interview. The respondents in this study were seven Iranian adult students studying in Intermediate level of Intensive English Course (IEC) from Universiti Teknologi Malaysia (UTM). The results showed learners’ interest in online story writing and feedback, acceptance of feedback by the respondents, and preference of being commented by the teacher rather than colleagues. The results also revealed learners’ satisfaction towards this experience as a new and informative experience which they learned from their colleagues’ comments. Finally, the data also showed learners’ preference towards giving comments on form rather than content.