Using screencasts to create personalized formative feedback in academic writing courses

CALL 2022

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Published

2022-07-22
Issue: 2022
Section: Proceedings Papers

Copyright (c) 2022 Bradley Irwin

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Authors

  • Bradley Irwin Nihon University, Japan
DOI: https://doi.org/10.29140/9781914291050-4

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. Proceedings of the International CALL Research Conference, 2022, 20–22. https://doi.org/10.29140/9781914291050-4