Video and text feedback on ESL writing: Understanding attitude and negotiating relationships

Cunningham, Kelly J.; Link, Stephanie

doi:10.1016/j.jslw.2021.100797

Cited by 12 publications

(12 citation statements)

References 36 publications

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“…Screencast video technology offers a two-dimensional video communication between the teacher and the student. The teacher-student interpersonal relationship enhances language learning (Cunningham and Link, 2021). What is more, with screencast video feedback the absence of the social pressure of the teacher allows students to feel more comfortable with their writing (Vincelette & Bostic, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Scholars argue that screencast video feedback has conceptualized a new approach and contributed to the promotion of a self-directed, studentcentred environment (Cranny, 2016;Stannard, 2008, Cunningham & Link, 2021. Recent studies have examined the effectiveness of using screencast video feedback in EFL writing.…”

Section: Screencast Video Feedbackmentioning

confidence: 99%

“…Heightened awareness can contribute to the way feedback is formed and lead to differences in feedback perceived by students. Such differences can evoke greater respect and guidance compared to the written feedback (Cunningham & Link, 2021). The study carried out by Cunningham (2017) explored key interpersonal differences between screencast video feedback and written comments provided in MS word.…”

Section: Affordances Of Screencast Video Feedbackmentioning

confidence: 99%

“…However, providing effective feedback has been a subject of research for decades because many research studies show that written feedback does not always achieve the purpose (Bush, 2020;Cunningham, 2019;Cunningham & Link, 2021). Students often fail to understand and internalize the teacher's written feedback.…”

Section: Introductionmentioning

confidence: 99%

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Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

Pachuashvili

2021

ESJ

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Providing feedback to students’ written work has always been a challenging experience for English as a foreign language (EFL) teachers and learners. High-quality feedback promotes students’ engagement in learning processes and enhances writing performance. Traditional written corrective feedback has often been criticized for not being able to achieve its purpose. 21st-century technological development brought the necessity to provide audio and video feedback through screencast technology. The letter enables EFL teachers to provide multimodal feedback by recording the teacher’s screen while commenting on a student’s written work. Although there have been some studies conducted in the field of oral feedback via screencast, video feedback is still relatively new in many educational settings. For this reason, the paper aims to provide a brief overview of screencast video feedback, potential affordances and challenges faced by EFL teachers and learners. For this article, recent research studies have been collected to review the use of screencast feedback in EFL class and discuss its implications on EFL students’ writing. Furthermore, the paper provides an overview of the most widely-used screencast software in educational settings and concludes with some practical guidelines for the effective implementation of screencast technology.

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Section: Discussionmentioning

confidence: 99%

Section: Screencast Video Feedbackmentioning

confidence: 99%

Section: Affordances Of Screencast Video Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

Pachuashvili

2021

ESJ

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“…Studies have reported that students respond positively to video feedback (McCarthy, 2015;Espasa et al, 2019;Bahula and Kay, 2020;Cunningham and Link, 2021). This is partly attributed to the conversational cues and paralinguistic features absent in text feedback (Ajjawi and Boud, 2017;Ryan, 2020), but which through video present a means of social interaction (Mahoney et al, 2019;Lowenthal et al, 2020;Ryan, 2020).…”

Section: The Responsementioning

confidence: 99%

Video feedback in English for Academic Purposes: building connections with international students while learning online

Kimberley

Matthews²,

Smith³

et al. 2021

jldhe

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Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

Zhang

Wei

2023

Learning Technologies and Systems

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Video and text feedback on ESL writing: Understanding attitude and negotiating relationships

Cited by 12 publications

References 36 publications

Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

Video feedback in English for Academic Purposes: building connections with international students while learning online

Using Vicarious Learning Feedback Videos as Self-directed Learning Resources in a LMOOC Context

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