Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context

This thesis report is submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2022.

Detalles Bibliográficos
Autor principal:	Neon, Muhaiminul Islam
Otros Autores:	Amin, Md. Al
Formato:	Tesis
Lenguaje:	English
Publicado:	Brac University 2023
Materias:	Screencast feedback Textual feedback Written feedback Written corrective feedback Error correction IELTS writing task 2 English language > Study and teaching > Foreign speakers. English language > Study and teaching (Higher) > Foreign speakers.
Acceso en línea:	http://hdl.handle.net/10361/18600

id	10361-18600
record_format	dspace
spelling	10361-186002023-06-13T21:02:52Z Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context Neon, Muhaiminul Islam Amin, Md. Al Department of English and Humanities, Brac University Screencast feedback Textual feedback Written feedback Written corrective feedback Error correction IELTS writing task 2 English language--Study and teaching--Foreign speakers. English language--Study and teaching (Higher)--Foreign speakers. This thesis report is submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2022. Cataloged from PDF version of thesis. Includes bibliographical references (pages 39-48). It has been generally established, though with controversy, that feedback serves an important purpose in developing second language learners’ writing skills. Screencast feedback is the new breed of feedback whereas the traditional mode of providing L2 writing feedback has been textual feedback. In the context of Bangladesh, there is a scarcity of research regarding screencast feedback in general, and on IELTS writing feedback in particular. Since IELTS is a charming prospect for a large proportion of Bangladeshi citizens for higher studies, there is a need to evaluate the feedback techniques IELTS test-takers experience. Thus, this study adopts a qualitative approach by conducting an experiment on Bangladeshi people who have either given IELTS or are prospective IELTS test-takers. In a four-phase research framework, participants wrote a pre- and post-feedback IELTS Writing Task 2 essay. Among the twenty-two participants, half were provided textual feedback, and half, screencast feedback. Finally, semi-structured interviews were conducted to explore their perceptions. The essays were marked using the official IELTS Writing Task 2 rubric, and thematic data analysis was used for the interview data. The experimental results revealed that both feedback modes, but especially screencast feedback led to significant score increases. The highest score increases corresponded to these rubric elements: 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 screencast feedback receivers called for it to be introduced into the curriculum. Muhaiminul Islam Neon M. in English 2023-06-13T06:31:55Z 2023-06-13T06:31:55Z 2022 2022-12 Thesis ID 21363016 http://hdl.handle.net/10361/18600 en Brac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 59 pages application/pdf Brac University
institution	Brac University
collection	Institutional Repository
language	English
topic	Screencast feedback Textual feedback Written feedback Written corrective feedback Error correction IELTS writing task 2 English language--Study and teaching--Foreign speakers. English language--Study and teaching (Higher)--Foreign speakers.
spellingShingle	Screencast feedback Textual feedback Written feedback Written corrective feedback Error correction IELTS writing task 2 English language--Study and teaching--Foreign speakers. English language--Study and teaching (Higher)--Foreign speakers. Neon, Muhaiminul Islam Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
description	This thesis report is submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Teaching to Speakers of Other Languages, 2022.
author2	Amin, Md. Al
author_facet	Amin, Md. Al Neon, Muhaiminul Islam
format	Thesis
author	Neon, Muhaiminul Islam
author_sort	Neon, Muhaiminul Islam
title	Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
title_short	Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
title_full	Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
title_fullStr	Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
title_full_unstemmed	Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context
title_sort	screencast feedback versus textual feedback in l2 writing: an experimental study on ielts writing task 2 responses in the bangladeshi context
publisher	Brac University
publishDate	2023
url	http://hdl.handle.net/10361/18600
work_keys_str_mv	AT neonmuhaiminulislam screencastfeedbackversustextualfeedbackinl2writinganexperimentalstudyonieltswritingtask2responsesinthebangladeshicontext
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Screencast feedback versus textual feedback in L2 writing: an experimental study on IELTS writing task 2 responses in the Bangladeshi context

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