Feedback strategies in computer-mediated communication Code:  M4.988    :  6
View general information   Description   The subject within the syllabus as a whole   Professional fields to which it applies   Prior knowledge   Information prior to enrolment   Learning objectives and results   Content   View the UOC learning resources used in the subject   Additional information on support tools and learning resources   Guidelines on assessment at the UOC   View the assessment model  
This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section 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


El feedback en la UOC. Guía para el profesorado PDF
Trabajo Web
Ocio Web
Relaciones Web
Viajar Web
Comidas Web
Introducción a la IA en la enseñanza y el aprendizaje de lenguas XML


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 students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

In its assessment process, the UOC reserves the right to:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.


You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.