Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing

Cunningham, Kelly J.

doi:10.1016/j.compcom.2019.02.003

Cited by 53 publications

(35 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies in L2 writing has also focused on similar issues, including L2 students' perception (Alvira, 2016;Ghosn-Chelala & Al-Chibani, 2018;Orlando, 2016;Özkul & Ortactepe, 2017;Tseng & Yeh, 2019), preference (Cunningham, 2019;Tseng & Yeh, 2019), and uptake (Bakla, 2020;Cunningham, 2019;Hung, 2016). The results have shown that students showed positive perception of screencast feedback (e.g., Cunningham, 2019). Similarly, studies on student"s perception of screencast feedback in L2 writing (Alvira, 2016;Ghosn-Chelala & Al-Chibani, 2018;Orlando, 2016;Özkul & Ortactepe, 2017;Tseng & Yeh, 2019) have reported students" positive perceptions of teacher screencast feedback.…”

Section: Literature Reviewmentioning

confidence: 99%

“…An increasing number of studies has started to investigate both audio and screencast feedback in L2 writing contexts using both experimental and naturalistic settings. Studies in this field predominantly examined students' perception (Alvira, 2016;Ghosn-Chelala & Al-Chibani, 2018;Orlando, 2016;Özkul & Ortactepe, 2017;Tseng & Yeh, 2019), students" preference (Cunningham, 2019;Tseng & Yeh, 2019), and uptake (Bakla, 2020;Cunningham, 2019;Hung, 2016). Researchers have also investigated the effectiveness of video feedback (Bakla, 2020;Özkul & Ortactepe, 2017;Tseng & Yeh, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

EFL Lecturers’ Perception and Practice of Screencast Feedback

Zubaidi

2022

JEELS

View full text Add to dashboard Cite

The current study aims to deepen knowledge on Indonesian English as a foreign language (EFL) lecturers' perception of screencast feedback, their feedback practice, and the consistency between their feedback practice and perception. To investigate the phenomena, five Indonesian university-level EFL lecturers and their EFL students (N=30) were recruited to participate in the study. The researcher employed several data collection techniques including open ended pre-survey, students' essay collection, think-aloud protocol, and semi-structured interviews. The results showed that the EFL teacher participants have positive perception and towards screencast feedback in L2 writing, which influenced their feedback practice. However, the study also discovered two inconsistencies between the teachers' perception of the focus and the type of feedback they provided and their actual practice.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL Lecturers’ Perception and Practice of Screencast Feedback

Zubaidi

2022

JEELS

View full text Add to dashboard Cite

show abstract

“…The feedback could be implemented through different digital technologies (Wang, et al, 2019). However, different authors (Cunningham, 2019b(Cunningham, , 2019aWang et al, 2019) say that instructors need to be aware of the way they convey their feedback and the way the technology they use to create and deliver that feedback impacts the message that they send. Finally, the computer-based feedback is one of the most important elements in computer-based learning environments.…”

Section: Effective Feedbackmentioning

confidence: 99%

Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Delgado¹,

Hidalgo²

2020

Education and New Developments 2020

View full text Add to dashboard Cite

This article of systematic literature review presents the analysis of a series of experiences that use effective feedback in educational activities through the use and integration of digital technologies, specifically, in the classes of English as a second language in higher education. The revision analyzed 14 different experiences. As part of the analysis, criteria are defined to describe and compare them, linked with the possibilities of feedback to favor the formative processes at the higher education level. Criteria include: country of origin and level of education, design of feedback used, the timing of the feedback, the means of providing feedback, and the consideration of digital technologies. The main results indicate that the use of feedback, in the ESL classroom, allows learners to boost their capacity of analysis, critical thinking, and the resolution of problems linked with interlanguage. As a conclusion, the salience and positive impact of digital technologies are highlighted in favoring the positive and effective feedback, in the particular case of English as a second language. Finally, it is evident the use of computer -mediation, screencast, and web-based learning environments as the primary sources of authors used more frequently to implement effective feedback in higher education. It concludes that the set of experiences analyzed provides light in terms of the considerations needed to design and adjust formative processes that allow boosting effective feedback mediated by digital technologies. As future work, there will be the elaboration of a methodological proposal that helps to adjust the formative processes that enable the integration of digital technologies as mediators in the process of feedback between teachers and learners.

show abstract

“…Although some studies show a weak relationship between perceptions of learning on affective and psychomotor competencies [10] . Students' perceptions of things are very important to know, especially in the introduction and use of technology [11] . Another advantage that can be felt by identifying student perceptions is that the teacher can group students in certain classes/ groups according to their perceptions [12] .…”

Section: Student"s Perceptionmentioning

confidence: 99%

Student psychological responses to english for biology course in biology department of universitas negeri padang

Lufri

Yogica

2020

Proceedings of the International Conference on Education, Science and Technology - ICESTech 2020

View full text Add to dashboard Cite

Education at the university expects graduates who are able to integrate with social life, including with international life. Students who graduate become a benchmark for the quality of the place they study. So, the quality of a university depends on the quality of the individual graduates. The quality of graduates is marked by their achievement index at the end of each semester. Students who have high intelligence have the possibility of getting high scores, and vice versa. The "English for Biology" course is an effort to harmonize the world's needs of qualified graduates with the role of the university's function as a place to prepare it. In each lecture will appear a variety of student responses psychologically to the lectures that are happening. These responses include perceptions, interests and attitudes. The response has an effect on student competence after lecturing. We have observed these psychological responses using questionnaire, and we had analyze them on Biology Department students at Universitas Negeri Padang. The result shown about student"s perception, interest and attitude.

show abstract

Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing

Cited by 53 publications

References 25 publications

EFL Lecturers’ Perception and Practice of Screencast Feedback

EFL Lecturers’ Perception and Practice of Screencast Feedback

Analyzing Experiences of Using Effective Feedback in the Esl Classroom Through the Use of Digital Technologies

Student psychological responses to english for biology course in biology department of universitas negeri padang

Contact Info

Product

Resources

About