Abstract
This article makes an instructional proposal for the innovative potential of a relatively new digitalized method of providing feedback using ‘screencasting’. Practical options emerging from its use appear to enhance L2 academic vocabulary learning through explicit, direct, and interactive feedback. The proposal stems from screencast feedback practices undertaken in a Zoom- facilitated tertiary L2 writing context involving undergraduate thesis advising sessions with non-native speaking English for Academic Purposes (EAP) students.
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