Comparing synchronous and asynchronous audio-visual feedback integrated with e-written comments in EFL writing

Despite the benefits of synchronous audio-visual feedback in writing classes, its effectiveness when combined with other feedback types remains unclear. This study explored the effects of combining audio-visual feedback via synchronous and asynchronous screencasts with electronic/e-written comments on the focus and manner of feedback, student uptake of feedback, and their perceptions. The data collected from 18 English as a foreign language (EFL) college students’ writing, revisions, screencast recordings, a survey, and interviews were analyzed. Results revealed that synchronous screencasts generated significantly more content-oriented feedback units and metalinguistic comments compared to the asynchronous mode. Both combined feedback approaches were highly effective in promoting student text revisions with successful uptake rates exceeding 74%. However, the effectiveness of feedback features varied depending on the mode used. Students indicated a preference for synchronous audio-visual feedback as it enabled them to take an agentic role in negotiating feedback and revision directions for subsequent drafts. Additionally, their preferences appeared to be influenced by the complexity and type of writing tasks. The originality of this research lies in its integration of synchronous audio-visual and e-written feedback to enhance student uptake through dialogic feedback processes. The findings have important implications for EFL writing pedagogy and technology-mediated feedback by demonstrating how the strategic combination of feedback types can promote uptake, support learner agency, and inform the design of effective feedback practices.