Implementing Dynamic Written Corrective Feedback in a distance learning environment: lessons and challenges

Abstract

This study is a qualitative investigation of four English for Academic Purposes students’ thought processes as they engaged with Dynamic Written Corrective Feedback (DWCF) within a synchronous distance online setting. The virtual setting involved the use of the Canvas Learning Management System and Zoom video conferencing for participant engagement. It also used Camtasia screen capture, Audacity, and Otter.ai to facilitate data collection and preparation of detailed transcripts with verbal reports and concurrent actions to use in data analysis. Findings indicate that the participants generally had a positive uptake in DWCF activities conducted over this online setting as demonstrated by overall trends in the transcript data. A discussion of lessons learned and challenges to implementation of online synchronous DWCF is provided

Keywords

• Dynamic Written Corrective Feedback
• Written corrective feedback
• Second language writing
• Online distance learning