TY - JOUR
T1 - Supporting Second Language Writing Using Multimodal Feedback
AU - Elola, Idoia
AU - Oskoz, Ana
N1 - Publisher Copyright:
© 2016 by American Council on the Teaching of Foreign Languages.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing research on computer-mediated feedback, examines how four Spanish learners enrolled in a Spanish advanced writing course received multimodal feedback while working on the different drafts of a narrative essay. The instructor provided written feedback via Microsoft Word and oral feedback using screencast software. Results indicate that the tool used affected the quantity and quality of the instructor's comments. When using the screencast software, the instructor provided additional and lengthier comments on content, structure, and organization; the instructor was more explicit on form when using the coding system in Word. Although learners revised similarly regardless of the tool being used, they tended to prefer the oral feedback for global aspects, such as content, structure, and organization, and the written feedback for form. However, learners agreed that no matter the mode and the tool, both approaches to feedback helped them improve their writing skills.
AB - The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing research on computer-mediated feedback, examines how four Spanish learners enrolled in a Spanish advanced writing course received multimodal feedback while working on the different drafts of a narrative essay. The instructor provided written feedback via Microsoft Word and oral feedback using screencast software. Results indicate that the tool used affected the quantity and quality of the instructor's comments. When using the screencast software, the instructor provided additional and lengthier comments on content, structure, and organization; the instructor was more explicit on form when using the coding system in Word. Although learners revised similarly regardless of the tool being used, they tended to prefer the oral feedback for global aspects, such as content, structure, and organization, and the written feedback for form. However, learners agreed that no matter the mode and the tool, both approaches to feedback helped them improve their writing skills.
KW - Instructor feedback
KW - L2 writing
KW - Learner beliefs
KW - Revisions
KW - Written and oral feedback
UR - http://www.scopus.com/inward/record.url?scp=84960328735&partnerID=8YFLogxK
U2 - 10.1111/flan.12183
DO - 10.1111/flan.12183
M3 - Article
AN - SCOPUS:84960328735
VL - 49
SP - 58
EP - 74
JO - Foreign Language Annals
JF - Foreign Language Annals
SN - 0015-718X
IS - 1
ER -