Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in ESL Writing

Abstract

Abstract In an effort to expand understanding of the impact of technology choices in giving feedback, this exploratory study investigates the efficacy of screencast and text feedback given to 12 students over four assignments in an intermediate ESL writing course. Employing a series of six surveys in conjunction with screencast observations, draft comparisons, and a small group interview, it provides insight into student perceptions and use of technology-mediated screencast and text feedback. Results suggest that while students found utility in both screencast and text feedback, screencast video feedback was preferred for its efficiency, clarity, ease of use and heightened understanding. Observations supported these student assertions as students working with screencast feedback took less time to revise, remained in the target language and did not need to ask clarification questions, which was not the case with the text feedback. Successful changes were made at similar rates for both types of feedback with screencast resulting in a slightly, but not significantly, higher average percentage of successful global changes. To consider feasibility, the study also compared the length of time to create each feedback file, finding that video feedback offered a 33% time savings.