Using screencasts to create personalized formative feedback in academic writing courses
Bradley Irwin

DOI: https://doi.org/10.29140/9781914291050-4

In: Proceedings of the XXIst International CALL Research Conference (pp. 20–22)
Edited by Jozef Colpaert, Yijen Wang, Glenn Stockwell (2022)


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:

Irwin, B. (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). London: Castledown Publishers. https://doi.org/10.29140/9781914291050-4