Written Text-Based and Audio-Visual Feedback Practices in EFL Writing: Investigating University Students’ Responses, Challenges, and Strategies

Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of written text-based and audio-visual feedback in an EFL writing class. To fill this gap, this classroom case study investigates Indonesian undergraduate students’ responses to various types of multimodal feedback, aiming to promote substantive revision and improvement in their writing. This multimodal feedback provides a more comprehensive and engaging approach to guiding and supporting student learning in writing development compared to using written text-based feedback alone.  Data were collected through students’ written drafts, instructor feedback, student-instructor conferences, and follow-up interviews with students enrolled in an essay writing course. The findings revealed that while many students initially experienced confusion, frustration, or discouragement, particularly with indirect written corrective feedback, continued instructor support and the use of audio-visual feedback enhanced clarity, engagement, and understanding through its conversational tone and visual cues. Students became more reflective and utilized diverse resources, although they struggled with higher-level revisions due to limited feedback literacy and writing proficiency, or a lack of language proficiency. To overcome challenges, they relied on peer collaboration, instructor guidance, and digital tools. Face-to-face conferences also helped them clarify issues and improve the quality of their drafts.

کلیدواژه ها:

Audio-visual feedback ، students’ responses ، university students ، written text-based feedback