Efficacy of Screencast Versus Textual Feedback on IELTS Writing Task 2

Abstract

It has been generally established that feedback serves an important purpose in developing second language learners’ writing skills. Screencast feedback is a new breed of feedback, whereas the most traditional mode of providing L2 writing feedback has been textual feedback. In the context of Bangladesh, research is scarce regarding screencast feedback in general, and IELTS writing feedback in particular. To fill that gap and compare screencast feedback with traditional textual feedback, this study adopts a qualitative approach by conducting an experiment on prospective and experienced Bangladeshi IELTS test-takers, and then interviewing them to gauge their attitudes toward the feedback modes. In a four-phase research framework, twenty-two participants wrote a pre- and post-feedback IELTS Writing Task 2 essay, with half receiving textual feedback and the rest receiving screencast feedback. Finally, semi-structured interviews were conducted to explore their perceptions. The essays were marked using the official IELTS Writing Task 2 rubric to ensure score validity and reliability. The experimental results revealed that both feedback modes, especially screencast feedback, led to significant score increases, particularly in the rubric elements of task response and coherence and cohesion. The perceptions of the Bangladeshi IELTS test-takers were remarkably positive for screencast feedback, to the point that all eleven screencast feedback receivers called for it to be introduced into curricula. To minimize teacher effort and boost efficiency, participants recommended that teachers provide screencast feedback to selected students and upload the videos anonymously so that other students can benefit from them.