An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels

Abstract

This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were provided with text-based, audio-based, and a combination of text- and audio-based feedback over the course of a semester. A survey asking students to indicate their feedback preferences was administered and analyzed using multiple statistical techniques. The findings indicated that students preferred a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels.