While online corrective feedback is proven to help English learners construct their academic knowledge and critical thinking skills, the study of its effectiveness, particularly in online writing and editing collaboration is largely absent. This paper analyzes EAP students’ perception of online peer/teacher feedback and examines their technology-mediated feedback and interaction.
This presentation will describe two grant-funded projects that have made it possible to effect real curricular innovation across multiple languages – with the instructors of those languages also assuming agency in the transformation of their assessments, curricula and materials. Both projects were organized around these key principles: developing keen assessment literacy among all insructors, enabling them to purposefully identify appropropriate outomes in the four skills; focus on “proficiency,” or real-world language functional ability, and its meaningful assessment; imposition of a reverse design model once outcomes are identified and assessments in place. These principles, and, most critically the order in which they occurred, resulted in instructor-driven and motivated realignment and redevelopment of curricula. Furthermore, these transformations occurred in multiple languages and across multiple institutions, establishing a pedagogical ecosystem where multiple levels of collaboration can take place. Dr. Baumann will describe this unique, iterative model in detail as well as its implications as evidenced from multiple data sources from participating language instructors, along with examples of their assessments and course materials before and after participating in the project.
