Abstract:
Writing and the provision of feedback in ESL classrooms are essential components.
With the continuous evolution of technology, the methods of feedback have also
differed and advanced. Studies have been carried out to see the effectiveness of
different feedback methods for writing. Considering the dearth of research in
exploring the pedagogical and practical appropriateness of video feedback for ESL
writings in Sri Lanka, the present study intends to examine the impact of video
feedback in ESL undergraduates’ paragraph writing and whether the learners who
receive video feedback incorporate higher levels of correction into their written work
compared to learners who receive written feedback. For this, an experimental
quantitative research design was used. The empirical data for the study was gathered
through the comparison of 20 participants’ multiple drafts of writing paragraphs over
a five weeks period. Written feedback was delivered in the form of end notes and side
notes in participants’ writings itself and video feedback was delivered in the form of
videos using Screencast-O-Matic screen capture recorder. The results expressed that
the participants in the experimental group incorporated higher levels of correction
into their proceeding drafts from two respective video feedbacks more than the
participants in the control group who received two written feedbacks in two writings.
The findings retrieved manifest that video feedback is a worthwhile practice in ESL
writing. Hence, the requirement for more research to recognize cause and effect
relationships of video feedback is highlighted in the present study.
