The Importance of Feedback in Improving Students’ Writing Skills with the Assistance of New Technologies

Abstract

Feedback is a crucial element of the learning and teaching cycle. Constructive feedback is central to high school students’ learning. However, the effectiveness and efficiency of feedback provided through new technologies are relatively under-researched. Some examples of innovative approaches to delivering feedback to EFL learners include individualized audio-visual feedback using screencasting technology and feedback interviews with internet communication tools, such as messaging apps and social media platforms. This study examines how individual feedback provided via different modalities influences the learners’ writing skills. It also offers insight into whether learners wish to be decide on the type of feedback they receive on formative assignments during their writing training. Students’ writing samples were analyzed and student survey data was used to interpret the students’ perceptions. Overall, the students had a positive attitude toward using different technology-based tools to provide and receive feedback. Our findings suggest that the majority of students benefit from feedback given with the use of certain modalities. The results indicate that technology could be integrated into teaching practices to support students’ writing, engage them in writing tasks, and improve interactions between learners and feedback givers.

Keywords

• feedback
• writing competence
• technology
• screencasts
• feedback interviews