This dissertation is a large-scale, data-driven study of audio response from a student-centered perspective that analyzes the role of audio feedback in the composition classroom as an increasingly popular means of delivering feedback to student writers. This study specifically examines whether, when given a choice between written and audio feedback, composition students in face-to-face writing classrooms would choose audio feedback as their first choice of response, as a good deal of audio response research suggests. Quantitative and qualitative pre and post-study survey data collected from composition students (N=143) provide the basis for this study as a means of understanding students’ experiences with and preferences for various types of response, their satisfaction with these types of response, and their perceptions of reading/hearing and understanding response as an aid to revision. The data revealed that the majority of students listened to all of their teachers’ feedback and that they were satisfied with response but, when students were asked to select only one form of response as their most preferred type of feedback, students did not choose audio response as their first choice of response type. Despite this lack of choice, however, the dissertation findings suggest that students did value audio response more highly than written response as an easily understood aid to revision that creates a strong student-teacher bond. This dissertation examines the implications of these complex findings, suggesting reasons for the potential differences in students’ choice of response in this study as compared to other response research.
|Advisor:||Condon, William F.|
|Commitee:||Arola, Kristin, Ericsson, Patricia|
|School:||Washington State University|
|School Location:||United States -- Washington|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Rhetoric, Educational technology|
|Keywords:||Audio, Composition, First-year, Pedagogy, Response, Writing|
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