Maria Fernandez Toro and Stella Hurd, The Open University, UK, originally uploaded by IATEFL LA SIG.
Affect in theory and practice: issues for learning and performance in independent language learning.
Summary/comments by Jo Mynard
The paper that Stella Hurd and Maria Fernández Toro presented stemmed from their interest in feedback that is given to distance / independent language learners. Distance learners have to be generally more autonomous than classroom-based learners as they have to rely on their own resources. The quality of feedback given to these learners is crucial in order to promote effective language learning. Stella noted that focusing on cognitive and metacognitive skills is important, but this is only part of the picture. Affective factors (motivation, anxiety, beliefs, reactions…) have an equally important role to play. The affective dimension influences how “efficiently students can use what they have” for successful language learning (e.g. strong motivations / anxiety). Distance learners need feedback in the form of a response to their performance, but also support, encouragement and motivation to continue. They need information which bridges the gap between their actual level and the reference (required) level. Studies suggest that bad feedback may have a negative impact on the learner which can effect levels of self-efficacy, motivation and confidence. Good feedback on the other hand can enhance self-esteem and motivation.
Stella outlined a framework for written feedback involving four concepts:
1. Goal relevance
This looks at what the learner wants to achieve and whether it matches the aims of the course. This involves motivation, identity and autonomy. One powerful motivator is the “psychological desire to reduce the discrepancy between current and possible future selves” (Ushioda & Dörnyei, 2009)
2. Knowledge
Cognitive knowledge is information about the gap between actual and desired performance. In order for feedback to be useable, learners need to know what it means and to be familiar with what their tutor is referring to.
Metacognitive knowledge forms the basis for planning, monitoring and the potential for developing autonomy.
3. Roles (responsibilities, identity, locus of control)
Quote from Oxford about attributions students make related to whether they have an internal or external control orientation.
Internal locus of control is one of the characteristics of learners autonomy. Locus of control might be problematic for some students (particularly independent learners) who might question the role of the tutor and ask things like “isn’t my tutor supposed to correct all my mistakes, isn’t that her job?”
4. Self-confidence (self-efficacy, self-esteem and other concepts)
Learners with low self-efficacy are likely to suffer also from low self-esteem, lack of confidence and even guilt at poor performance. They may not be able to make the most of feedback and ask themselves “am I any good? Will I ever get there?” “Why do I make so many mistakes all the time? I must be really stupid / I can’t be working hard enough”.
Tutor feedback that encourages the learner and maintains motivation can and should play a significant role. Quality of feedback is therefore of paramount importance.
Maria described a study involving a group of Spanish learners at the Open University which investigates affective concerns when dealing with tutor feedback and the ways in which cognition and affect interrelate in this process.
Maria’s study looked at the four concepts and demonstrated the importance of achieving a balance in all of four. It looked at perceived usefulness of different forms of feedback and gives recommendations about the kind of feedback that can promote effective language learning.
Maria and her colleagues looked at the type of feedback that tutors gave and analysed them for depth (and other things). The follow-up study involved 20 interviews with students and asked for their reaction of specific feedback from their tutors. Here is the link to the study: http://www.open.ac.uk/colmsct/activities/details/detail.php?itemId=492fcd766c828
Maria and her colleagues investigated the affective aspect of students’ responses:
1. Goal relevance
If the student’s goal is not to bridge the gap between actual and required (desired) knowledge, then they tend not to be interested in the tutor’s feedback. Assessment guidelines need to match the learner’s own goals. The study revealed that feedback on language and content were both generally equally important to learners. Students also commented that they needed to see continuity between one assignment and the next e.g. to identify recurrent mistakes. Some students were driven by the score/mark and didn’t pay attention to feedback
2. Knowledge
The results indicated that learners need the necessary knowledge in order to bridge the gap. If students are not given the means to bridge the gap, then they will become frustrated.
3.Roles
There needs to be an agreement on the role of the learner and tutor. Many students asserted their own status / persona / identity as informed learners e.g. “I am an experienced teacher myself…” Sometimes they did this to make the point that “I understand what the tutor is getting at”. Or (more often) to support a disagreement or lack of understanding and back it up with their own authority.
Some learners were not assertive and referred to the authority of the tutor i.e. “the tutor knows best”. Sometimes the students were expecting more assertiveness from the tutor. One tutor wrote “I think” in brackets and this confused the learner.
Some learners experienced guilt. They knew what they were supposed to do and that they haven’t done it. But in this case, the student is at least in control.
4.Self
The study indicated that encouragement from their tutors meant a lot to the learners. However, Some learners do not rely on this encouragement as they have their own motivation within themselves. The study suggested that levels of self-confidence influenced how important praise will be to the student. Some students may be autonomous and they do not need it (or maybe some students needed praise just once and then they were able to get on with the learning – but this was not the general view). There were a whole spectrum of reactions.
Encouragement / praise can be used in 2 different ways: metacognitively i.e. “if the tutor tells me what is good, I can use it to improve my performance”. And for affective / social reasons i.e. “The tutor is working with me”. Both are important.
Maria shared one example where giving praise did not work and had a devastating effect on the learner. This stemmed from a mismatch between praise give throughout the course and the final result (which was lower than the student expected). The student had an emotional reaction which effected self-confidence.
Recommendations
• Stay connected
• Be aware of comfort zones
• Know where the learners are coming from
• Be aware of the learner’s goals and what they would like feedback on
• Provide encouragement of the metacognitive and cognitive type
• Provide strategy training in order to bridge the gap between actual and required levels
• Clarify roles – if the student has an active role, they will get more out of the experience. Through training, they will be able to take a more active role.
• Provide praise and encouragement, but also factual information about what they have done well and why.
I personally got a lot out of this talk as it has particular relevance to the work that we do in Japan. Although at the Open University, the lecturers deal with distance learners, my university in Japan runs independent self-study (optional) modules on learning how to become a better language learner. The team of learning advisors give written weekly feedback to learners on these modules. We often discuss the kinds of feedback that we give to the learners and this talk has inspired me to look more closely at the effect the feedback has on them. I wonder if the 4 factors outlined in this talk will be relevant in my context. Thanks Stella and Maria for inspiring me!
Listen to the lecture here: http://stadium.open.ac.uk/stadia/preview.php?whichevent=1403&s=1&schedule=1751
See the slides here: http://docs.google.com/present/edit?id=0AfMFstjMoFioZGdrd3ZoNTVfMjFnNTJmZjhnaA&hl=en
Read the original abstract here: http://learnerautonomy.org/SWON09hurd_toro.pdf
