Abstract:

There is evidence that text-based communication, which is the dominant form of computer-mediated communication when providing writing feedback to English as a Foreign Language learners, does not meet all learners’ needs and does not appeal to diverse learning styles [1]–[4]. Text-based communication may pose a particular disadvantage to novice writers and non-native speakers of English unfamiliar with conventions of academic writing.

Using a process theory of composition based on the notion that student writing competency improves through writing practice and substantive revision [5], the primary purpose of this quasi-experimental study was to determine whether the use of a combination of audio-visual (AV) and text-based (T) commentary is more effective than the use of text-based commentary alone in promoting substantive revision and improving EFL students’ writing competency. The secondary purpose was to understand the role and potential of AV feedback as a pedagogical tool within the context of writing instruction of multilingual learners of English as well as to ascertain student perceptions of audiovisual versus textual feedback in writing instruction.

Overall, the study aimed to investigate the use of a combination of text-based and AV commentary as a pedagogical tool within the context of English language pedagogy because with the development of digital technologies, the use of audio and video communication has become more accessible and widely available, so it is important determine how these new digital affordances can be used to enhance feedback for multilingual learners and future engineering students at the PI. Both efficacy and student perceptions were studied as part of post-positivist and social constructivist approaches to research.

Results suggest that smooth integration of audio-visual feedback capabilities into EFL composition instruction may help enhance instructor feedback by meeting individual learner needs, increasing accessibility, and improving the quality of student final drafts.

References:
[1] CCCC Committee for Best Practices in OWI, “OWI Principles: A position statement of principles and example effective practices for online writing instruction (OWI).” The Conference on College Composition and Communication Committee for Best Practices in Online Writing Instruction, Mar-2013.
[2] B. L. Hewett et al., “The state-of-the-art of online writing instruction,” Conference on College Composition and Communication, 2011.
[3] R. Shearer, “Theory to practice in instructional design,” in Handbook of distance education, M. G. Moore, Ed. New York, NY: Routledge, 2013, pp. 251–267.
[4] T. M. Stavredes and T. M. Herder, “Student persistence and teaching strategies to support it,” in Handbook of distance education, M. G. Moore, Ed. New York, NY: Routledge, 2013, pp. 155–169.
[5] J. R. Hayes, “A new framework for understanding cognition and affect in writing,” in The science of writing: Theories, methods, individual differences, and applications, C. M. Levy and S. E. Ransdell, Eds. Mahwah, NJ: Erlbaum, 1996, pp. 1–27.

Keywords:

Feedback, multilingual learners, writing instruction, Web 2.0 tools.