Promoting second language writing through technology-driven multimodal text feedback

Abstract

ABSTRACT Purpose Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong’s (Chong, S. W. 2019. “College Students’ Perception of e-Feedback: A Grounded Theory Perspective.” Assessment & Evaluation in Higher Education 44 (7): 1090–1105. https://doi.org/10.1080/02602938.2019.1572067) tripartite conceptualization of written feedback, this article examines the effectiveness of the multimodal text feedback approach by exploring its influence on the technical, socio-emotional, and personal aspects of feedback. Design/methodology/approach The study was conducted in a second-tier university in southeastern China. The researchers collected 57 participants’ responses to a questionnaire survey regarding the effectiveness of multimodal text feedback and then conducted semi-structured interviews with 17 participants. Findings Qualitative and quantitative analysis confirms multiple positive impacts of multimodal text feedback, such as improving technical features of students’ writing and enhancing teacher-student relationships. Originality/value The findings not only inform language-writing instructors with regard to the process-based design of multimodal text feedback but also lead to the proposal of a comprehensive conceptual framework for evaluating the interplay between different aspects of feedback.