E-Written versus Screencast Feedback in the L2 Writing Classroom: An Engagement Perspective

Abstract

This study explores the influence of feedback mode on learners’ behavioral and affective engagement through a mixed method research design. Fourteen English as a foreign language (EFL) learners at a Turkish university performed four writing tasks (i.e., two essays and two reports) throughout an authentic seven-week distance foreign language (L2) writing course as part of their assessment. All learners were provided with e-written feedback on two of their writing performances (i.e., one essay and one report) and screencast (video) feedback on the other two. Their writing performances were analyzed in terms of behavioral engagement as measured by responsiveness to feedback; and their responses to a questionnaire of nine open-ended questions were analyzed qualitatively and inductively in terms of affective engagement. Results indicated that learners’ behavioral engagement did not seem to differ depending on the feedback mode. Furthermore, while learners’ affective engagement was higher in screencast feedback condition, several factors were identified in favour of screencast feedback (i.e., perceived cognitive and motivational benefits) and in favour of e-written feedback (i.e., perceived practical benefits).