Multimodal technology-mediated feedback in second language writing classes through screencasting

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dc.authorscopusid57208212665
dc.authorscopusid58072914900
dc.contributor.authorSavaşçı Merve
dc.contributor.authorAkçor Gizem
dc.date.accessioned2023-03-22T19:47:43Z
dc.date.available2023-03-22T19:47:43Z
dc.date.issued2022
dc.departmentBelirleneceken_US
dc.description.abstractBeing one of the most potent influences on writing improvement and language learning, providing feedback is a common yet relatively complicated practice. Although it is often assumed that providing feedback presumably ends up with learners’ immediate self-correction and improvement, it does not necessarily guarantee learners’ understanding of feedback because even the type of feedback and the way it is conveyed could be distinctively effective. Given that lack of clarity and feedback misinterpretation are among the common problems affecting feedback processes, the advent of digital tools in the 21st century has been attempting to compensate for such problems and promote writing competencies. To this end, different feedback norms and conventions offered by technology, such as electronic feedback, have replaced traditional feedback conventions in recent years. Earlier studies have revealed that technology-enhanced (e.g., audio or video-enhanced) instructional feedback is effective, yet providing second language writing feedback in diverse, technology-mediated and multimodal ways continues to be underexplored and limited. Thus, alternative updated tools and practices to promote second language writing (SLW) competencies deserve more attention. Being one of these tools, screencast combines text-based and audio feedback through screencast software programs, allowing to capture the computer screen and annotate a written work while recording voiced comments. Screencast-mediated feedback practices might promote SLW competencies by helping teachers deliver more concise, in-depth, and clear feedback, which in turn might better engage and motivate students in SLW classes. Thus, this chapter offers a theoretical and practical understanding of screencasting as a novel way of providing EFL learners with multimodal technology-mediated feedback in SLW classes. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.en_US
dc.identifier.doi10.1007/978-3-031-13540-8_6
dc.identifier.endpage122en_US
dc.identifier.issn22136967
dc.identifier.scopus2-s2.0-85146564528en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage107en_US
dc.identifier.urihttps://doi.org/10.1007/978-3-031-13540-8_6
dc.identifier.urihttps://hdl.handle.net/20.500.14034/838
dc.identifier.volume30en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media B.V.en_US
dc.relation.journalEnglish Language Educationen_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEFL writingen_US
dc.subjectScreencast feedbacken_US
dc.subjectTechnology-enhanced feedbacken_US
dc.subjectVideo feedbacken_US
dc.titleMultimodal technology-mediated feedback in second language writing classes through screencastingen_US
dc.typeBook Chapteren_US

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