Think-aloud Protocols Research Articles

Exploring the Experience of Traveling to Familiar Places in VR: An Empirical Study Using Google Earth VR

Considered to be an emerging topic in tourism research, traveling to familiar places benefits both the travelers and destinations. However, the current development of familiar tourism is severely affected by the epidemic. Recognizing the potential of virtual reality (VR), this research aims to explore VR’s relevance in the application of visiting familiar places and the empirical features of VR beyond on-site familiar tourism. We first reviewed the literature and developed an experience framework. Secondly, we conducted an exploratory activity in which participants (N = 16) used Google Earth VR to travel to their familiar places with two conditions (free exploration and task-oriented travel). In the activity, we employed think-aloud protocols, a scale, and semi-structured interviews. With our framework, we categorized findings into five dimensions and indicated the similarities and differences between familiar tourism in VR and that in actual places. Particularly, three empirical features (the sense of distance, multi-view space, and montage time) were recognized and formed VR’s opportunity to outperform on-site travel. We conclude by discussing the impacts of VR on familiar tourism and providing implications, including designing the timeline, sounds, tasks, and virtual guides. These suggestions inspire designers to acknowledge VR limitations and identify directions for future tourism applications. As a beginning of empirical investigation on VR familiar tourism, this study opens up a new field of discussion around VR tourism experience. We invite the Human-Computer Interaction (HCI) community to collectively probe into the VR experience and design of visiting familiar places. Efforts in this area will stretch beyond the current understandings of various forms of tourism and contribute to crafting rich travel experience by immersive technologies.

Latijnse vocabulaireverwerving in context

A central topic of discussion in second language acquisition research is the question whether new vocabulary should be presented to pupils by means of vocabulary lists or in phrases (context). This question is not raised as often by teachers of Latin and it is therefore unsurprising that vocabulary lists have dominated Latin text books in the Netherlands for decades. This article concentrates on the effects of presenting Latin vocabulary in context. It investigates which learning strategies pupils use if vocabulary is presented in context, and the relationship between these strategies and memorisation. For this purpose, three pupils are involved in a think-aloud protocol while learning Latin vocabulary in context. The analysis shows that the pupils seldom attempt to translate the phrases, presumably because of the complex grammar, but tend to fall back on familiar, common strategies such as repetition, to memorise new words. Therefore, the author advises future writers of text books who consider to present vocabulary in context, to develop exercises that explicitly stimulate pupils to translate the context as a strategy to discover the meaning of new words.

Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education

This paper addresses questions about the use of metacognitive strategies in argumentative writing based on multiple sources and the influence of this use on the quality of student texts. For this purpose, think-aloud protocols and texts from a research project on material-supported argumentative writing in 8th grade geography lessons are analyzed and discussed. The analysis is based on a model of metacognition in argumentative writing using multiple sources, which we also propose in this paper. The results show that the use of metacognitive strategies is a challenge for the investigated target group but that their use, in particular the deployment of goal-setting strategies and planning strategies, enables students to write better texts.

Türkiye’de Yayımlanan ve Matematiksel Bir İçerik Barındıran Makelelere Yönelik İnceleme

In this research, it is aimed to review the metacognition-themed articles, which have been conducted and published in Turkey on the topic of the mathematics education, within the scope of methodological features and in terms of the subjects/reached results. The research was designed with a descriptive content analysis method. 117 journals published in our country were determined and 41 articles were included in the research. The obtained data were subjected to a descriptive analysis. As a result of the analyses, it was determined that approximately half of the metacognitive-themed articles were conducted with a quantitative approach and descriptive methods. It was noticed that about half of the articles were conducted at the secondary school level, in the second place, that the university level took place with a one-fourth of rate. In terms of the data collection tools, it was found that mostly questionnaire/open-ended questionnaire/scale/tests were used, observation, interview, think-aloud protocol, and documents were applied; in terms of the data analysis techniques, the correlation, descriptive statistics, independent samples t-test, one-way variance analysis, and regression analysis were used. It was reached that when sorted by frequency the correlational, leveling, metacognitive behaviours of the participants in the problem-solving processes were investigated, and experimental research were conducted.

Raters’ perceptions of rating scales criteria and its effect on the process and outcome of their rating

It is widely believed that human rating performance is influenced by an array of different factors. Among these, rater-related variables such as experience, language background, perceptions, and attitudes have been mentioned. One of the important rater-related factors is the way the raters interact with the rating scales. In particular, how raters perceive the components of the scales to further plan their scoring seems important. For this aim, the present study investigated the raters’ perceptions of the rating scales and their subsequent rating behaviors for two analytic and holistic rating scales. Hence, nine highly experienced raters were asked to verbalize their thoughts while rating student essays using IELTS holistic scale and the analytic scale of ESL Composition Profile. Upon analyzing the think-aloud protocols, four themes emerged. The findings showed that when rating holistically, the raters either referred to the holistic scale components to validate their ratings (validation) or had a pre-evaluation reading to rate in a more reliable way (dominancy). In analytic rating, on the other hand, the raters used a pre-evaluation scale reading in order to keep the components and their criteria to memory to evaluate the text more accurately (dominancy) or regularly moved between the text and the scale components to assign a score (oscillation). Furthermore, the results of a Wilcoxon signed-rank test showed that when using the holistic and analytic rating scales, the raters assigned significantly different scores to the texts. On the whole, the results revealed that the way the raters perceived the scale components will affect their judgement of the texts. The study also provides several implications for rater training programs and EFL writing assessment.

Cognition as Configuration: A Set-theoretic Approach to Managerial and Organizational Cognition

The jobs of organizational decision-makers are particularly complex, and complex organizational tasks are likely to require complex cognitions too. The Qualitative Comparative Analysis (QCA) – a configurational methodology – offers great potential to investigate such complex forms of cognitions, where multiple mechanisms contribute simultaneously to an outcome in question. To date, however, research that investigates managerial and organizational cognition through configurational lenses is scarce because prior studies have tended to explain complex phenomena by means of a linear logic that each time focuses on a single superior mechanism, in isolation of other mechanisms. The papers presented in this symposium aim at illustrating how the configurational approach works in several lines of research associated to managerial and organizational cognition. The symposium discussion ultimately not only aims at shedding light on the multi-dimensional nature of cognition involved in complex phenomena, but also advances the use of a relatively a novel, underutilized methodological approach to study the impact of configurations of cognitive mechanisms in managerial and organizational phenomena. Decentralized platforms: coordination without managers and early stage growth Presenter: Ying-Ying Hsieh; Imperial College Business School Presenter: Jean-philippe Vergne; UCL School of Management How entrepreneurs generate business ideas: a fuzzy-set analysis of think-aloud protocols Presenter: Zorica Zagorac-Uremovic; Swiss Federal Institute of Technology Zurich, ETH Opportunities and Challenges of a Neo-Configurational Perspective for Research on MOC Presenter: Johannes Meuer; Kühne Logistics U. Presenter: Maricela Arellano Caro; HEC Montreal Your (un)divided attention: a fuzzy-set analysis of attention and adaptation Presenter: Andrew Sarta; York U.

Engineer-Centred Design Factors and Methodological Approach for Maritime Autonomy Emergency Response Systems

Commercial deployment of maritime autonomous surface ships (MASSs) is close to becoming a reality. Although MASSs are fully autonomous, the industry will still allow remote operations centre (ROC) operators to intervene if a MASS is facing an emergency the MASS cannot handle by itself. A human-centred design for the associated emergency response systems will require attention to the ROC operator workplace, but also, arguably, to the behaviour-shaping constraints on the engineers building these systems. There is thus a need for an engineer-centred design of engineering organisations, influenced by the current discourse on human factors. To contribute to the discourse, think-aloud protocol interviewing was conducted with well-informed maritime operators to elicit fundamental demands on cognition and collaboration by maritime autonomy emergency response systems. Based on the results, inferences were made regarding both design factors and methodological choices for future, early phase engineering of emergency response systems. Firstly, engineering firms have to improve their informal gathering and sharing of information through gatekeepers and/or organisational liaisons. To avoid a too cautious approach to accountability, this will have to include a closer integration of development and operations. Secondly, associated studies taking the typical approach of exposing relevant operators to new design concepts in scripted scenarios should include significant flexibility and less focus on realism.

Exploring Student Engagement With Computer-Mediated Peer Feedback on L2 Writing

From a sociocultural perspective, this case study explored two intermediate-level Chinese university EFL students’ multi-dimensional engagement with asynchronous computer-mediated mode of peer feedback. Data sources included student drafts, peer feedback, think-aloud protocols, stimulated recall, and semi-structured interviews. The two students displayed different responses to asynchronous computer-mediated peer feedback with different foci when engaging with it affectively, cognitively, and behaviorally. In particular, their cognitive engagement was characterized by noticing and interpretation, evaluation, and decision-making. The two student writers’ engagement was not just related to the computer-mediated mode of peer feedback, but also to their motives and roles adopted in the activity of engaging with peer feedback, both of which may be influenced by the community (i.e., the classroom instructional context), its rule (i.e., word limit), and the division of labour in the community (i.e., the role adopted by student reviewer). Pedagogical implications are discussed.

The Roles of a Secondary Data Analytics Tool and Experience in Scientific Hypothesis Generation in Clinical Research: Protocol for a Mixed Methods Study.

BackgroundScientific hypothesis generation is a critical step in scientific research that determines the direction and impact of any investigation. Despite its vital role, we have limited knowledge of the process itself, thus hindering our ability to address some critical questions.ObjectiveThis study aims to answer the following questions: To what extent can secondary data analytics tools facilitate the generation of scientific hypotheses during clinical research? Are the processes similar in developing clinical diagnoses during clinical practice and developing scientific hypotheses for clinical research projects? Furthermore, this study explores the process of scientific hypothesis generation in the context of clinical research. It was designed to compare the role of VIADS, a visual interactive analysis tool for filtering and summarizing large data sets coded with hierarchical terminologies, and the experience levels of study participants during the scientific hypothesis generation process.MethodsThis manuscript introduces a study design. Experienced and inexperienced clinical researchers are being recruited since July 2021 to take part in this 2×2 factorial study, in which all participants use the same data sets during scientific hypothesis–generation sessions and follow predetermined scripts. The clinical researchers are separated into experienced or inexperienced groups based on predetermined criteria and are then randomly assigned into groups that use and do not use VIADS via block randomization. The study sessions, screen activities, and audio recordings of participants are captured. Participants use the think-aloud protocol during the study sessions. After each study session, every participant is given a follow-up survey, with participants using VIADS completing an additional modified System Usability Scale survey. A panel of clinical research experts will assess the scientific hypotheses generated by participants based on predeveloped metrics. All data will be anonymized, transcribed, aggregated, and analyzed.ResultsData collection for this study began in July 2021. Recruitment uses a brief online survey. The preliminary results showed that study participants can generate a few to over a dozen scientific hypotheses during a 2-hour study session, regardless of whether they used VIADS or other analytics tools. A metric to more accurately, comprehensively, and consistently assess scientific hypotheses within a clinical research context has been developed.ConclusionsThe scientific hypothesis–generation process is an advanced cognitive activity and a complex process. Our results so far show that clinical researchers can quickly generate initial scientific hypotheses based on data sets and prior experience. However, refining these scientific hypotheses is a much more time-consuming activity. To uncover the fundamental mechanisms underlying the generation of scientific hypotheses, we need breakthroughs that can capture thinking processes more precisely.International Registered Report Identifier (IRRID)DERR1-10.2196/39414

Chemistry Reading Activity in Metacognitive Knowledge

An exploration of chemical reading performances of fifteen chemistry teacher candidates was conducted to reveal qualitatively metacognitive knowledge during chemistry reading activities. A think-aloud protocol had been carried out for reading performance. For a question posing purpose, two articles were designed to stimulate the readers’ thought in a metacognitive level that was divulged in-depth by self-interviewing questions. The reading performance was Tran scripted by measuring the normal reading rate and think-aloud reading rate to reveal the pattern of chemical reading activities. A phenomenological reduction method was used to analyze and to describe the reading performance. The interrelationship among declarative knowledge on reading preparation, procedural knowledge in reading performance, conditional-situational knowledge on maintaining the reading activity, and conditional-strategic knowledge on the termination of the chemical reading activity was constructed by the self-organization, task comprehension, strategy, and knowledge to integrated all sources. The presence of chemical equations, chemical representations, and terminology on the chemical reading had influenced the chemical reading pattern

REPRESENTATION OF MENTAL PROCESSES AND THE USE OF ARTEFACTS IN STRUCTURING SPANISH LANGUAGE SENTENCES

According to Sociocultural Theory (Vygotsky, 1978), the mental function can be enhanced through the process of mediation of language or cultural artefacts. This theory was based on the field of study that focuses on the concept of ‘collaboration’ with experts, peers or those who are more knowledgeable in the Proximal Development Zone (ZPD) to improve students' abilities. Most studies that involve the concept of ZPD are more focused on collaboration/effectiveness of interaction with experts or peers. The effectiveness of these collaborations is also often measured by pre-post test research designs. However, the mental activity within the ZPD that displays the use of artefacts during the writing process to result in the final text resulting from this collaboration is rarely demonstrated. Even in scenarios where students are learning a foreign language in Malaysia (especially Spanish), most of the time they were able to perform written assignments at their convenience and without the help of an expert or teacher. How students solve lexical and syntactic problems while structuring Spanish sentences without the presence of an expert during the sentence structuring process is a matter that is rarely studied. This study focuses on mental processes that display the use of artefacts that occur in ZPD during the Spanish writing process. Using the TAP (Think Aloud Protocol) method, the findings not only was able to display the ways to use the artefacts but also able to show representations of the mental process of lexical and syntactic acquiring activities. This study displays several forms of the use of language artefacts and social artefacts to solve lexical and syntactic problems encountered while structuring Spanish sentences. These findings also provide pedagogical implications in the teaching of foreign languages ​​such as Spanish.

The Player Experience and Design Implications of Narrative Games

Narrative games focus on the plot, character interactions, and sometimes have story variations depending on how the player interacts with them. This study adopts user experience approaches, such as interviews, think-aloud protocol, and grounded theory, to examine the player experience of commercial narrative games. We identify four types of players’ interactional patterns that include exploring the story, projecting the story, playing the game, and watching the story. Based on the study of the player experience, we derive a set of principles from these interactional patterns that game designers can draw upon when designing narrative games. These principles include player-avatar dynamic, a strong interactive space for the player to explore, placeholder for projecting an emergent narrative, inclusive game design to enhance accessibility, using an interactive feedback loop to adapt to the players’ playstyle, quick-time events and emotional connection to the characters, and more complex options to romance/relationships in narrative games.

Adolescents’ self-efficacy and digital health literacy: a cross-sectional mixed methods study

BackgroundThe internet and social media are increasingly popular sources of health information for adolescents. Using online health information requires digital health literacy, consisting of literacy, analytical skills and personal capabilities such as self-efficacy. Appraising trustworthiness and relevance of online health information requires critical health literacy to discriminate between sources, critically analyse meaning and relevance, and use information for personal health. Adolescents with poor digital health literacy risk using misinformation, with potential negative health outcomes. We aimed to understand adolescents’ contemporary digital health literacy and compared self-efficacy with capability.MethodsAdolescents (12–17 years) completed an eHEALS self-report digital health literacy measure, a practical search task using a think-aloud protocol and an interview to capture perceived and actual digital health literacy. eHEALS scores were generated using descriptive statistics, search tasks were analysed using an observation checklist and interviews were thematically analysed based on Social Cognitive Theory, focussing on self-efficacy.ResultsTwenty-one participants generally had high self-efficacy using online health information but perceived their digital health literacy to be higher than demonstrated. They accessed online health information unintentionally on social media and intentionally via search engines. They appraised information medium, source and content using general internet searching heuristics taught at school. Information on social media was considered less trustworthy than websites, but participants used similar appraisal strategies for both; some search/appraisal heuristics were insufficiently nuanced for digital health information, sometimes resulting in misplaced trust or diminished self-efficacy. Participants felt anxious or relieved after finding online health information, depending on content, understanding and satisfaction. They did not act on information without parental and/or health professional advice. They rarely discussed findings with health professionals but would welcome discussions and learning how to find and appraise online health information.ConclusionsWhilst adolescents possess many important digital health literacy skills and generally feel self-efficacious in using them, their critical health literacy needs improving. Adolescents desire increased digital health literacy so they can confidently appraise health information they find online and on social media. Co-designed educational interventions with adolescents and health providers are required.

Identifying critical thinking skills used by experts versus novices to construct argument maps in a computer-aided mapping tool

Research shows that using computer-aided mapping tools improves critical thinking skills, but prior research provides limited evidence to show how the use of specific critical thinking skills increases map quality. This qualitative study observed 4 experts and 5 novices use a computer-aided mapping tool to construct argument maps. The analysis of video recordings with think-aloud protocols and retrospective interviews revealed the use of a five-step argument mapping process (read claims, position conclusion, position claims, link claims, revise links) with the experts using a more sequential application of the five-step process and producing more accurate maps than novices. The novices showed the tendency to position and link claims as a joint action, making map revision more cumbersome. The experts exhibited the tendency to work backward from conclusion to claim while the novices exhibited the reverse tendency. This study’s findings identify processes that differentiate experts from novices and validate specific thinking skills that can be used to improve map quality, and how these processes can be operationalized in terms of discrete mapping behaviors performed on screen that can be mined and analyzed in mapping tools to assess and diagnose students’ mapping skills.

Kognitiivsed probleemid algajate ja kogenud tõlkijate tõlkeprotsessis

Tõlkimisel on palju definitsioone, kuid kõige muu hulgas on tõlkimine ka keerukas kognitiivne tegevus, mis hõlmab mitmesuguseid teadmisi ja oskusi, aga sõltub suuresti ka tõlkija töökogemusest ning tema individuaalsetest kognitiivsetest võimetest. Alates 1960. aastate lõpust on koostatud erinevaid uurimusi, mis keskenduvad tõlkeprotsessi erinevatele etappidele, tõlkeüksustele ja segmenteerimismustritele, probleemilahendamisele, otsustusprotsessidele jne. Siinses artiklis käsitletakse tõlkimist kognitiivse tegevusena ning vaadeldakse, millised kognitiivsed probleemid tekivad algajatel ja kogenud tõlkijatel tõlkeprotsessi käigus ning kuidas erineva kogemusega tõlkijad neid lahendavad. Uurimistöös viidi läbi tõlkekatse valjustimõtlemise protokollide abil, lisaks vastasid katses osalejad küsimustikule. *** Cognitive problems in the translation process of novice and experienced translators Translating is a complex cognitive activity that requires diverse knowledge and skills. Depending on this knowledge and skills as well as on the work experience of the translator and on the cognitive abilities of a particular person, the translation process may lead to many problems, which are solved using different strategies. The aim of this article was to find out which cognitive problems arise in the translation process of novices and experienced translators and how they solve these problems. Empirical data was collected by think-aloud protocols. The sample was six people, including three novices (translation students) and three experienced translators (professional experience of at least 10 years). Participants were asked to think aloud while translating a short automotive marketing text (317 words) and record their thoughts with voice recording technology. The participants also filled in a questionnaire. The think-aloud protocols were analyzed with qualitative content analysis. The coding scheme was created using Angelone’s (2010) problem-solving bundle comprising of problem recognition, solution proposal and solution evaluation, and the selected problem indicators proposed by Krings (1986). The results of the study showed that both novice and experienced had problems with vocabulary. All of them also encountered uncertainty; however, the novices experienced it more frequently. All participants had problems while translating and there was no difference between the novice and experienced translators. However, the results of the study showed that the novices had more problems in the revision stage than the experienced translators. All translators used information retrieval and reference materials to solve the problems. Differences occurred in the reference materials used, namely the novices used machine translation while experienced translators did not. Also, experienced translators used specialty dictionaries and bilingual corpora and suggested asking a colleague or a client to solve the problem, while the novices did not.

Development of a Hands-On and Virtual Simulation Training Module To Teach Microtomy.

Background: Microtomy is a risky procedure that medical laboratory technologists (MLTs) use to cut tissue samples for microscopic examination. Due to the safety concerns and the potential to destroy tissue samples, it is critical for learners to perform the procedure correctly. To allow for safe and controlled learning, this procedure should be acquired in a safe and controlled simulated setting before being attempted on human tissues. The overarching purpose of this work is the development of a virtual training module for undergraduate students to learn from. However, because of the heterogeneity in the steps required to successfully complete the procedure from the MLTs as well as in the literature, the aim of this study was to reach a consensus from a panel of experts about identifying the steps of the procedure using the think-aloud and modified-Delphi methods.Methods: First, we conducted a think-aloud protocol with a single MLT expert trained in microtomy to generate the list of steps of the microtomy procedure objectively. In order to remove any idiosyncratic steps, next, we asked eight experts that were trained in histology to rate the criticalness of each step using a (1-5) Likert scale and provide evaluative feedback.Results: The think-aloud protocol generated 10 steps for the microtomy procedure. During the subsequent two rounds of the Delphi exercise, the experts agreed to modify one step of the 10 steps.Conclusions: Through this work, the 10 steps of the microtomy procedure have been validated by experts in the field. Following that, a virtual simulation training module was built to instruct learners on the microtomy procedure. The virtual simulation training module may be used for further research in microtomy.

Fairness in classroom assessment: development and validation of a questionnaire

Although fairness in assessment practices has gained noticeable attention over the recent years, there has been a long-lasting study to design and validate a questionnaire to measure it from a psychometric perspective. Thus, this study aims to develop and validate a questionnaire with adequate psychometric properties to measure fairness in classroom assessment. Using a random sampling method, two samples of male and female university students for the first pilot (n = 128) and the second pilot (n = 360) were selected from Ayatollah Borujerdi University and Lorestan University. Drawing on the past literature, a pool of items (n = 118) were extracted and subjected to a 12-step systematic procedure, including content analysis and sampling; creating an item bank; running the first pilot; creating item pool one; expert judgment to evaluate the sub-scales; running an interview and think-aloud protocol; running Cronbach’s alpha; running the second pilot; running exploratory factor analysis, confirmatory factor analysis, and Cronbach’s alpha; creating item pool two; expert review; and translation and translation quality check. Findings yielded a 110-item questionnaire with 10 sub-scales: learning materials and practices (18 items); test design (24 items); opportunities to demonstrate learning (8 items); test administration (21 items); grading (11 items); offering feedback (6 items); tests results interpretation (5 items); decisions based on tests results (3 items); test results consequences (4 items); and students’ fairness-related beliefs and attitudes (10 items). The hope is that this questionnaire can serve research and educational purposes.

Mixed reality environment for learning sensing technology applications in Construction: A usability study

Mixed reality is gradually becoming ubiquitous and significant in education owning to the inherent benefits of active participation and tacit knowledge development in a safe and engaging environment. However, limited studies have explored design features that facilitate its use as a pedagogical tool in construction education, particularly in equipping students with experiential skills that are otherwise challenging to obtain due to resource constraints and limited access to construction sites. By evaluating eye tracking, usability questions, and think-aloud protocol data and verbal feedback, this study investigated the usability of a mixed reality environment designed for equipping construction engineering students with competencies for deploying sensing technologies on construction projects. Results revealed features such as accuracy of represented construction activities, quality of animations, and easy access to information and resources as important for designing efficient mixed reality learning environments. While the usability data suggested that the user interface was usable, eye tracking provided profundity on encountered difficulties with the user interface. Through concise outline and sequential design of the user interface, this study revealed that knowledge scaffolding can improve task performance in a mixed reality learning environment. This study adds value to existing literature, in particular by providing insights into the affordances of mixed reality environments that address the technological gap between the construction industry and construction engineering education. The mixed reality learning environment contributes to the cognitive apprenticeship theory through the use of game objects to develop procedural knowledge for addressing construction industry challenges with sensing technologies.

EFL Lecturers’ Perception and Practice of Screencast Feedback

he current study aims to deepen knowledge on Indonesian English as a foreign language (EFL) lecturers' perception of screencast feedback, their feedback practice, and the consistency between their feedback practice and perception. To investigate the phenomena, five Indonesian university-level EFL lecturers and their EFL students (N=30) were recruited to participate in the study. The researcher employed several data collection techniques including open ended pre-survey, students' essay collection, think-aloud protocol, and semi-structured interviews. The results showed that the EFL teacher participants have positive perception and towards screencast feedback in L2 writing, which influenced their feedback practice. However, the study also discovered two inconsistencies between the teachers' perception of the focus and the type of feedback they provided and their actual practice.

EFL Lecturers’ Perception and Practice of Screencast Feedback

he current study aims to deepen knowledge on Indonesian English as a foreign language (EFL) lecturers' perception of screencast feedback, their feedback practice, and the consistency between their feedback practice and perception. To investigate the phenomena, five Indonesian university-level EFL lecturers and their EFL students (N=30) were recruited to participate in the study. The researcher employed several data collection techniques including open ended pre-survey, students' essay collection, think-aloud protocol, and semi-structured interviews. The results showed that the EFL teacher participants have positive perception and towards screencast feedback in L2 writing, which influenced their feedback practice. However, the study also discovered two inconsistencies between the teachers' perception of the focus and the type of feedback they provided and their actual practice.