Screencast feedback is defined as computed-mediated feedback provided by a teacher by recording the teacher giving feedback on a digital copy of student work using a screen-capture software (Ware & Warschauer, 2006. This paper is written based on a study investigating students' responses to the teacher's use of synchronous screencast feedback to correct their writing pieces during a 15-week online EFL writing course. The data were collected from 89 second-year English majors at University of Foreign Languages, Hue University via an online survey. The findings reveal that the students in the survey generally showed a positive attitude towards screencast feedback as this novel way of giving feedback is said to be necessary and helpful for their writing improvement. Students also favored screencast feedback over traditional written feedback as it is more informative, understandable, and beneficial for mutual learning among students. However, they also pointed out that time consumption, a limited amount of feedbacked writing work, and fast-paced explanations are some major drawbacks of simultaneous screencast feedback in online lessons. Therefore, students suggested the teacher change the screencast feedback delivery from synchronous to asynchronous mode, share both screencast feedback videos and corrected writing files on LMS for students' revision at their convenience, and ensure every student have an equal chance to receive feedback for their writing pieces as several ways to improve the effectiveness of using screencast feedback in online writing courses.
Screencast feedback is defined as computed-mediated feedback provided by a teacher by recording the teacher giving feedback on a digital copy of student work using a screen-capture software (Ware & Warschauer, 2006. This paper is written based on a study investigating students' responses to the teacher's use of synchronous screencast feedback to correct their writing pieces during a 15-week online EFL writing course. The data were collected from 89 second-year English majors at University of Foreign Languages, Hue University via an online survey. The findings reveal that the students in the survey generally showed a positive attitude towards screencast feedback as this novel way of giving feedback is said to be necessary and helpful for their writing improvement. Students also favored screencast feedback over traditional written feedback as it is more informative, understandable, and beneficial for mutual learning among students. However, they also pointed out that time consumption, a limited amount of feedbacked writing work, and fast-paced explanations are some major drawbacks of simultaneous screencast feedback in online lessons. Therefore, students suggested the teacher change the screencast feedback delivery from synchronous to asynchronous mode, share both screencast feedback videos and corrected writing files on LMS for students' revision at their convenience, and ensure every student have an equal chance to receive feedback for their writing pieces as several ways to improve the effectiveness of using screencast feedback in online writing courses.
Room 6 (Building G4, Room 04) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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