exploring the effects of multimodal delivery of online feedback on efl learners’ writing skills

Recent studies in efl contexts confirmed that feedback plays a significant role in improving writing skills. the mode of delivery is recognized as one of the crucial factors in the feedback process. the advent of new instructional technologies led to the effectiveness of feedback in online courses by offering opportunities to deliver high-quality feedback in multimodal rich formats. this study utilized a sequential explanatory mixed-methods design to investigate the role of asynchronous multimodal feedback, including text, audio, and screencasting in efl writing. it also explored participants’ perceptions and preferences toward the feedback types. sixty intermediate efl learners were divided into three groups receiving different types of feedback. one-way between-groups anova, along with post-hoc tests, were used to investigate the effectiveness of multimodal feedback on groups’ writing development. while the results of the one-way anova showed the positive effect of feedback provided in developing efl learners’ writing performance in all three groups, the post-hoc multiple comparisons tests’ results showed that the students who received the screencasting feedback outperformed those receiving audio or text feedback. thematic analysis, used to analyze the qualitative data, reflected students’ positive perceptions towards the multimodal feedback and their preferences for screencasting feedback over the text and audio feedback types. the findings call for introducing alternative methods for creating and delivering feedback types to be integrated into online efl writing courses to meet students’ preferences in receiving feedback.

Exploring the Effects of Multimodal Delivery of Online Feedback on EFL Learners’ Writing Skills

Recent studies in EFL contexts confirmed that feedback plays a significant role in improving writing skills. The mode of delivery is recognized as one of the crucial factors in the feedback process. The advent of new instructional technologies led to the effectiveness of feedback in online courses by offering opportunities to deliver high-quality feedback in multimodal rich formats. This study utilized a sequential explanatory mixed-methods design to investigate the role of asynchronous multimodal feedback, including text, audio, and screencasting in EFL writing. It also explored participants’ perceptions and preferences toward the feedback types. Sixty intermediate EFL learners were divided into three groups receiving different types of feedback. One-way between-groups ANOVA, along with post-hoc tests, were used to investigate the effectiveness of multimodal feedback on groups’ writing development. While the results of the one-way ANOVA showed the positive effect of feedback provided in developing EFL learners’ writing performance in all three groups, the post-hoc multiple comparisons tests’ results showed that the students who received the screencasting feedback outperformed those receiving audio or text feedback. Thematic analysis, used to analyze the qualitative data, reflected students’ positive perceptions towards the multimodal feedback and their preferences for screencasting feedback over the text and audio feedback types. The findings call for introducing alternative methods for creating and delivering feedback types to be integrated into online EFL writing courses to meet students’ preferences in receiving feedback.