Analysis of Using Multimodal Feedback in Writing Instruction from EFL Learners’ Perspective

Abstract

The present study aims to investigate EFL learners’ perceptions of multimodal feedback on writing and their use of screencast feedback in revision. Six English majors participated in the case study for 8 weeks. In analyzing diaries and the follow-up interview, it was found that participants reported a positive attitude towards the use of screencast feedback on writing. The audio-visual feedback was viewed as beneficial in motivating and engaging students in writing. The multimodal comments were effective to meet students’ diverse needs and build up the relationship between teacher and students. It was also reported by the participants the potential value of using screencast feedback to encourage students to take active actions in revision.