Feedback in distance learning programmes in languages: Attitudes to linguistic faults and implications for the learning process

In distance learning provision in languages, fault correction and feedback can facilitate teacher-student dialogue. This article examines teachers' beliefs and assumptions about faults and the attitudes of both teachers and learners towards the correction process, all of which can play a key role in fostering this dialogue. Our findings are based on two surveys, one of 215 students enrolled on an intermediate Open University Spanish course and one of a sample of 18 tutors who teach on this course. The results of the two questionnaires suggest that the strategies currently in use for identifying and correcting faults may not be explicit enough. We conclude that this problem may be addressed if both tutors and students are given the tools to make the process more transparent and are encouraged to see dialogue as an essential component in the feedback mechanism

Feedback in distance language learning: current practices and new directions

This edited book is the first collection of studies to be published dealing specifically with the teaching of languages at a distance. It contains contributions from language teaching professionals working all over the world, and covers a variety of languages. Based on practical experience and research, it includes work on learner autonomy and support, the development of intercultural competence, methodology and course design, learning environments and language teacher education

Edited special issue of London Review of Education: Belonging and home-making in the internationalised campus

Further articles to appear in this online only, Open Access edition