Feedback strategies in computer-mediated communication Code:  M4.958    :  6
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You can use the course plan to plan your enrolment (check to see whether the course is being run this semester in the More UOC / The University / Programmes of study section on Campus). Once teaching starts, you'll be able to find it in the classroom. (The course plan may be subject to change.)

This course explores the different forms that feedback can take in technology-mediated language learning. At the end of the course, students will have reflected on the characteristics of the different types of feedback and will be familiar with various ways of giving and receiving feedback in an online or hybrid language teaching and learning context. Students will apply the learning to a given teaching-learning setting in a practical way and analyze the results critically.


This is an elective course in the Master's program in Technology-Mediated Language Teaching and Learning. 


This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face, online, or hybrid educational settings. This includes creators and editors of online language learning materials and resources, learning designers, and consultants working for online language learning platforms.


In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required.


Given that English is the language of instruction of this course, students need to have a level of English equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.


By the end of the course, students will be able to:

  • Propose concrete pedagogical actions taking into account the effectiveness of different types of feedback in exclusively online or hybrid contexts
  • Recognize the functions and role of the teacher who teaches language through technology
  • Evaluate your own teaching and learning process through technology

The main competencies this course will contribute to develop are the following:

Basic competencies

  • Being able to integrate skills and to face the complexity of making judgments based on information that is limited or incomplete and reflecting on social and ethical responsibilities related to the application of those skills and judgments.
  • Being able to convey one's conclusions, as well as the knowledge and rationale behind to expert and non-expert types of audiences in a clear and unambiguous way.

General competencies

  • Working in teams collaboratively in a virtual environment.

Transversal competencies

  • Analyzing and interpreting academic texts that are specific to the area of study in order to be able to apply them to pedagogical or research projects, or conveying their content in interactive and position documents.

Specific competencies

  • Analyzing and assessing critically the potential of current technologies and resources and being able to justify their use to learn a second language in hybrid or online contexts.
  • Identifying the role and functions of instructors who teach a second language through technology assessing and reflecting on one's own teaching and learning experience.

These competencies are linked to learning outcomes that students will achieve through a series of assessed


  1. Types of feedback, effects on learning and tools or ways that facilitate it
  2. Strategies and importance of corrective feedback in instructor-learner interaction
  3. Group feedback strategies in virtual environments and effects on motivation
  4. The role of peer feedback in interactive tasks


Work (CAT) Web
Personal profiles (CAT) Web
Other People (CAT) Web
Objects and Gadgets (CAT) Web
Work and free time (CAT) Web
Feedback at the UOC. Teacher's guide PDF
Basics (CAT) Web


The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth and will be provided with additional complementary references for each unit.


The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.


This subject can only be passed through a continuous assessment. The final mark on the continuous assessment will be the final mark for the subject.The subject's accreditation formula is as follows: CA