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A mixed-methods study of feedback modes in EFL writing

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Title:A mixed-methods study of feedback modes in EFL writing
Authors:Bakla, Arif
Keywords:Computer-assisted Language Learning
EFL Writing
Feedback Modes
Audiovisual Feedback
Date Issued:01 Feb 2020
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Citation:Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning & Technology, 24(1), 107–128. https://doi.org/10125/44712
Abstract:As digital technologies have become ubiquitous thanks to the Internet, new modes of feedback in L2 writing have emerged, yet what remains unclear is how feedback given through alternative modes helps improve writing quality and how new feedback tools fit in the overall context of writing instruction. Therefore, the purpose of this embedded mixed-methods study is to assess how three online feedback modes help improve student writing. Thirty-three intermediate Turkish-L1 learners of English received written, audio and screencast feedback in Google Drive to improve their writing in a multi-draft essay-writing task and an essay-revision task with three parallel essays. The results indicated that it was the audio group that made the highest number of correct revisions in the essay-writing task, while there was not a significant difference among the three feedback modes in the essay-revision task. Semi-structured interviews and screen recordings provided qualitative data about their preferences and how they worked with each mode to address both microlevel and macrolevel problems. The participants did not uniformly prefer a particular feedback mode but highlighted the potential benefits and downsides of each mode.
URI:http://hdl.handle.net/10125/44712
ISSN:1094-3501
DOI:10125/44712
Volume:24
Issue/Number:1
Appears in Collections: Volume 24 Number 1, February 2020


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