Memes and Twitter as ICT-friendly formats of feedback and selfassessment tested within the CLIL Course at the Faculty of Education

Abstract

At tertiary education, in courses delivered in a Foreign Language, recurrently, once professors demand feedback from the students, the latter become afraid of performing poorly and hence avoid participation. Yet, Feedback and self-assessment play a complementary outstanding role within the CLIL teaching methodology, as the students are co-responsible for their own learning. This study entails research carried out with a sample of 87 students undertaking a CLIL course delivered at the Bachelor’s Degree of Primary Education and at the Bachelor’s Degree on Early Childhood Education at the University of Alicante. The research conducted predicted that the use of ICTs, namely memes and Twitter, would result in consistent methods for producing feedback and self-assessment. The objective of the study accomplished was to test their effectiveness. Data was gathered by means of unstructured written artefacts; both digitally and written, for the designated m-learning tasks were regarded as providers of the necessary bond with the iGen. Concerning the registration tool, checklists were created and used through coherence with the research questions. Preliminary findings seem to indicate that the student-friendly tools selected proved to be effective in terms of obtaining truthful feedback and self-assessment from students. Further investigation on the appropriateness of screen-related methods for self-assessment and feedback remains essential.