Analyzing Students’ Preference for Audio Feedback from the Perspective of Social Cognitive Theory

Abstract

This article makes an attempt to analyze students’ preference for audio feedback from the perspective of social cognitive theory based on secondary research studies. Some researchers have shown students’ preference for audio feedback over written feedback while several researchers have discovered students’ preference for written feedback. However, these preferences for audio feedback have not been analyzed from the perspective of social cognitive theory. Analysis shows that students prefer audio feedback to written feedback when they are familiar with the technology of receiving audio feedback. Finally, this article presents an opportunity to conduct research in the field of audio feedback with multilingual students in countries like Bangladesh.