"Hablando contigo": corregir ensayos con audios grabados

Consuelo Allue; Daniel Cassany Comas

doi:10.18172/con.6793

Authors

Consuelo Allue Universidad Publica de Navarra https://orcid.org/0000-0002-3113-3362
Daniel Cassany Comas Universitat Pompeu Fabra https://orcid.org/0000-0003-3494-5531

DOI:

https://doi.org/10.18172/con.6793

Keywords:

written correction, oral correction, oral recording, digital platform, teacher feadback

Abstract

This case study compares the correction of philosophical dissertations made by the same teacher using two different modes: graphic annotations on a digital platform and recorded audio feedback. Our objectives are to identify and describe the changes in procedure, length, content, and style caused by the replacement of graphic annotation with recorded audio, as well as to determine the advantages and disadvantages of the latter based on the opinions from the teacher and students, and the results of the comparative analysis. The corpus includes 38 high school dissertations in Basque from a school in Navarre, their corresponding corrections in each mode, two in-depth interviews with the teacher, and several evaluation emails from both teachers and students. The recordings were automatically transcribed, and data from each source were manually analyzed using content and discourse analysis. The findings were then triangulated and cross-checked among researchers to ensure robustness and reliability. The results show that audio feedback prioritizes corrections related to content and discourse (data selection, structure, tone), whereas written annotations focus on grammatical and typographical issues. Oral feedback adopts a more personal and conversational style, incorporating rhetorical questions, markers of orality, colloquial expressions, and greetings. Both modalities require a certain level of technological proficiency (the digital interface for graphic annotation and the simultaneous management of audio and screen for recording) and elicit different reactions from students and teachers, who are more accustomed to manual written feedback.

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Author Biographies

Consuelo Allue, Universidad Publica de Navarra

Consuelo Allué is an associate professor in the Department of Human Sciences and Education at the Universidad Pública de Navarra, specializing in Language and Literature Didactics. She also teaches this subject at the Eunate Secondary School (Model D, in Basque). She holds a PhD in Literature from the UNED (National University of Distance Education) since 2008, with a dissertation titled "Vida y obra de Ángel Urrutia." She has published several works on the didactics of language and literature and is a member of the OralGrab research project at Pompeu Fabra University, directed by Daniel Cassany.

Daniel Cassany Comas, Universitat Pompeu Fabra

Daniel Cassany is a researcher and lecturer in Discourse Analysis at Pompeu Fabra University (Barcelona, Spain). He holds a degree in Philology and a PhD in Language Didactics. He has published over 15 monographs and more than 150 articles and book chapters on reading, writing, and language teaching. His books Describir el escribir (1987), La cocina de la escritura (1993), and Tras las líneas (2006) have gone through numerous reprints in Spain and Latin America. He serves on the editorial boards of over 15 journals across the Spanish-speaking world and has been a visiting professor in more than 25 countries across Europe, the Americas, and Asia. Since 2004, he has directed the Critical Literacies research group.

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