Show and talk or show and let's talk? Enhancing formative assessment and students' uptake through asynchronous and synchronous screencast technologies.
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| Title: | Show and talk or show and let's talk? Enhancing formative assessment and students' uptake through asynchronous and synchronous screencast technologies. |
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| Authors: | Saeed, Murad Abdu1 (AUTHOR) muradsaeed16@yahoo.com, Abdullah Alharbi, Mohammed2 (AUTHOR) |
| Source: | Innovations in Education & Teaching International. Jun2025, Vol. 62 Issue 3, p925-940. 16p. |
| Subject Terms: | *Formative evaluation, *English as a foreign language, *Teachers, Statistical significance, Television talk programs |
| Abstract: | Recently, audio-visual feedback produced through screencast technology has received increasing attention. Yet, as opposed to synchronous (immediate) and bi-directional (a two-way process) audio-visual feedback, most recent research has focused on asynchronous (delayed) and unidirectional (a one-way process) audio-visual feedback. Therefore, this study aimed to compare asynchronous and synchronous audio-visual feedback modes in relation to teacher's formative assessment and the uptake of feedback among 17 Saudi EFL dyads. Analysis of the audio-visual feedback records revealed differences in the feedback content and manner. Analysis of students' first and second drafts of essays in Google Docs and follow-up interviews indicated that their overall successful uptake of the synchronous audio-visual feedback in general and in particular of the local feedback was higher due to students' presence and the opportunities for teacher–learner dialogue in the feedback process. Yet, these differences between the two modes were not statistically significant. The study provides useful pedagogical implications for writing teachers and researchers. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Recently, audio-visual feedback produced through screencast technology has received increasing attention. Yet, as opposed to synchronous (immediate) and bi-directional (a two-way process) audio-visual feedback, most recent research has focused on asynchronous (delayed) and unidirectional (a one-way process) audio-visual feedback. Therefore, this study aimed to compare asynchronous and synchronous audio-visual feedback modes in relation to teacher's formative assessment and the uptake of feedback among 17 Saudi EFL dyads. Analysis of the audio-visual feedback records revealed differences in the feedback content and manner. Analysis of students' first and second drafts of essays in Google Docs and follow-up interviews indicated that their overall successful uptake of the synchronous audio-visual feedback in general and in particular of the local feedback was higher due to students' presence and the opportunities for teacher–learner dialogue in the feedback process. Yet, these differences between the two modes were not statistically significant. The study provides useful pedagogical implications for writing teachers and researchers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2024.2359469 |
