Abstract
Research comparing written and audio feedback from feedback analysis and students' perspectives showed the effectiveness of audio feedback in learning writing. Yet, there is a rarity of research on the impact of written and audio feedback in students' performance in writing. Therefore, the present study aimed to compare between teacher written and audio feedback in terms of its impact on students' performance in argumentative writing and students' perception of feedback. The results of this experimental study obtained from the scores of undergraduates in argumentative essays revealed that the experimental/audio feedback group of students (n.40) outperformed the control/written feedback group (n.40) in argumentative writing, which implies that audio feedback was more effective than written feedback in enhancing students' writing. Moreover, the results of the students' responses to the survey and their comments on the open questions showed that students perceived both types of feedback equally satisfactory and accessible. However, while audio feedback was more efficient in details, clarifications and personalization, written feedback was perceived clearer and easier to understand and interpret. 
 
 Keywords: learning feedback; audio and written feedback; teaching writing ; L2 education.
Highlights
The results of this experimental study obtained from the scores of undergraduates in argumentative essays revealed that the experimental/audio feedback group of students (n.40) outperformed the control/written feedback group (n.40) in argumentative writing, which implies that audio feedback was more effective than written feedback in enhancing students' writing
Feedback is considered as a type of educational assistance given to English as Second Language (ESL) and English as Foreign Language (EFL) learners to learn writing (Hyland, 2010; Hyland & Hyland, 2006)
Researchers have been attracted by the question of whether teacher feedback should be delivered to students through written comments or audio files
Summary
Feedback is considered as a type of educational assistance given to English as Second Language (ESL) and English as Foreign Language (EFL) learners to learn writing (Hyland, 2010; Hyland & Hyland, 2006). While teacher written feedback has a positive impact on students’ text revisions (e.g., Alvarez, Espasa, & Guasch, 2012; Sundrarajun, 2020), it is challenging for some students to comprehend some written feedback and productively apply it to their writing (Jonsson, 2013) These issues have shifted the attention of teachers and researchers to think of different ways and strategies in promoting learners’ engagement with feedback (e.g., Cramp, 2011; Jonsson, 2013). The present experimental study examines the impact of both types of teacher feedback on EFL undergraduates’ text revisions in writing over an academic semester It explores learners’ perception of both types of feedback.
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