The Impact of Audio-visual Feedback on Academic Writing Task Procrastination

Abstract

This research was conducted to investigate whether audio-visual feedback affects the medical students' procrastination in writing. This is a quantitative experimental study investigating 50 medical students studying at Shiraz University of Medical Sciences in the 2019-2020 fall semester who had taken an English compulsory writing course. They were assigned into two academic writing classes. Each group consisted of 25 male and female students. To collect data, the researchers applied the Procrastination Assessment Scale for Students. The items were scored on a five-point Likert scale ranging from 1 (never procrastinate) to 5 (always procrastinate). Descriptive and inferential statistics were applied to analyze the data. Results revealed that procrastination was decreased in both groups receiving audio-visual and traditional feedback, but providing audio-visual feedback was more effective in decreasing procrastination levels in writing of these students. This finding can help writing instructors develop innovative modes of instruction to improve the learners' performance and their active engagement in the writing process.

Keywords

• traditional feedback
• audio-visual feedback
• writing performance
• academic procrastination