Using screencasts to create personalized formative feedback in academic writing courses
Bradley Irwin (2022)
In: Proceedings of the XXIst International CALL Research Conference (Chapter 4)
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| Pages | 20–22 |
Abstract
This presentation explores the effectiveness of using screencast feedback to improve essay composition in an academic writing course. Participants (N = 20) were asked to complete two 1500-word argumentative essays and revise their essays based on two types of formative feedback provided by their instructor. In one group (N = 12), participants were given written feedback while the other group (N = 8) received screencast feedback for their revisions. The essays were analyzed to compare whether the type of feedback influenced the quality of revision and whether students engaged in self-correction. The results showed that participants who received screencast feedback evaluated it more positively than written feedback, completed a higher percentage of revisions, and engaged in more instances of self-correction.
Suggested citation
Bradley Irwin. (2022). Using screencasts to create personalized formative feedback in academic writing courses. In J. Colpaert, Y. Wang, & G. Stockwell (Eds.), Proceedings of the XXIst International CALL Research Conference (pp. 20–22). Castledown Publishers. https://doi.org/10.29140/9781914291050-4Related Publications
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