Giving feedback has always been the backbone of English as a foreign language (EFL) writing class. Written corrective feedback focuses on responding to students’ written work by extensively correcting their errors or offering constructive suggestions for improvements. The process of digitalization of education offered a new alternative to teachers’ written feedback and opened up new opportunities to give video feedback to students. The latter has immensely improved feedback provision through video capture tools (i.e., screencasts). The purpose of the present paper was to investigate the effectiveness of using screencast video feedback on EFL writing and explore students’ perceptions of receiving video feedback for their written assignments. The mixed-method research was carried out with a group of English language students in their academic writing class at a university in Georgia. To investigate students’ perceptions, an online questionnaire was applied that focused on the benefits perceived by the students and technical issues faced during the process of video feedback. The qualitative data was obtained from semi-structured interviews in which the participants talked about the effectiveness of the technology and their overall experience of using it. The findings of the study revealed that video feedback appeared to have been very interactive and supportive in the learning-to-write process. The participants also perceived video feedback as supportive, engaging, multimodal and easily comprehensible.

Authors:
Nato Pachuashvili, International Black Sea University & British University in Georgia, Georgia

About the Presenter(s)
Dr Nato Pachuashvili is an Assistant Professor at International Black Sea University, teaching various subjects such as Educational Technologies & Materials Development, Professional English, English for Careers & Critical Thinking.

Connect on Linkedin
https://www.linkedin.com/in/nato-pachuashvili

Connect on ResearchGate
https://www.researchgate.net/profile/Nato-Pachuashvili

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