The Effect of Unfocused Direct and Indirect Screencast Feedback on the Writing Accurateness and Self-Efficacy of EFL Learners

This quasi-experimental study juxtaposes the efficiency of direct and indirect unfocused screencast feedback on the writing exactitude and self-efficacy of EFL students. Three classes participated: direct feedback, indirect feedback, and no-feedback control class. The study employed a pre-test, post-test, and delayed post-test design. Direct feedback provided corrected forms, while indirect feedback indicated error locations. Unfocused feedback was chosen for its ecological validity in real classroom settings. ۹۷ third-year undergraduate students participated, divided into three groups. The Oxford Quick Placement Test ensured homogeneity among groups. Data was collected using the Second Language Writer Self-Efficacy Scale (L۲WSS) and a Writing Test (WT). The L۲WSS measured self-efficacy, and WT assessed writing accuracy. Both instruments showed high reliability. The study used argumentative writing tasks for the WT, with topics varied for the pre-, post-, and delayed post-tests. Data analysis was performed via SPSS ۲۱, with MANOVA used to determine class differences. Rules of normality and homogeneity of variance were tested and met. Outcomes showed significant differences among classes post-treatment, with the feedback groups outperforming the control class. The study concludes that both varieties of unfocused screencast feedback are effective in improving writing accuracy, but no noteworthy difference between direct and indirect feedback was found.

کلیدواژه ها:

direct and indirect unfocused screencast ، feedback ، writing ، self-efficacy ، EFL learner ، direct and indirect unfocused screencast ، feedback ، writing ، self-efficacy ، EFL learner