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Promoting second language writing through technology-driven multimodal text feedback
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DOI：10.1080/17501229.2024.2315104.png)
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PurposeDespite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong's (Chong, S. W. 2019. College Students' Perception of e-Feedback: A Grounded Theory Perspective. Assessment & Evaluation in Higher Education 44 (7): 1090-1105. https://doi.org/10.1080/02602938.2019.1572067) tripartite conceptualization of written feedback, this article examines the effectiveness of the multimodal text feedback approach by exploring its influence on the technical, socio-emotional, and personal aspects of feedback.Design/methodology/approachThe study was conducted in a second-tier university in southeastern China. The researchers collected 57 participants' responses to a questionnaire survey regarding the effectiveness of multimodal text feedback and then conducted semi-structured interviews with 17 participants.FindingsQualitative and quantitative analysis confirms multiple positive impacts of multimodal text feedback, such as improving technical features of students' writing and enhancing teacher-student relationships.Originality/valueThe findings not only inform language-writing instructors with regard to the process-based design of multimodal text feedback but also lead to the proposal of a comprehensive conceptual framework for evaluating the interplay between different aspects of feedback.
Keyword:
Text feedback
second-language writing
multimodality
effectiveness of feedback
technology-driven
期刊
IF:
4.6
论文数:
627
被引数:
1.3K
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