A comparative study on monologic vs. dialogic technology-mediated feedback modalities: Students' uptake and perspectives
Kazemi, M., Saadat, M., Wilson, J., & Rahimi, M. (2025). A comparative study on monologic vs. dialogic technology-mediated feedback modalities: Students' uptake and perspectives. The JALT CALL Journal, 21(1). https://doi.org/10.29140/jaltcall.v21n1.1758
This study compares screencast feedback and one-on-one video-conference feedback for L2 academic writing revisions. Using literature-review assignments from 10 students, the authors examined revision uptake and student perspectives and found stronger uptake for the dialogic video-conference condition on several writing features.
Key takeaways
- One-on-one video-conference feedback produced a higher revision success rate than screencast feedback in this study.
- The dialogic mode was especially effective for content clarity, content development, cohesion, and coherence.
- Students found both feedback types useful, but one-on-one video-conference feedback was clearer for communication and comprehension.
- The authors suggest the two modalities may be best used as complementary tools rather than competing ones.
Why it matters
Offers comparative evidence on monologic and dialogic technology-mediated feedback in L2 writing, focusing on both students' revision uptake and their perceptions.
Coauthors
Maryam Kazemi, Mahboobeh Saadat, Joshua Wilson, Mohammad Rahimi
Topic tags
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