USING SCREEN CAPTURE TECHNOLOGY IN GRADUATE LEVEL WRITING FEEDBACK – WHAT DO STUDENTS

Writing and New Technologies

USING SCREEN CAPTURE TECHNOLOGY IN GRADUATE LEVEL WRITING FEEDBACK – WHAT DO STUDENTS DO WITH THE FEEDBACK AND DOES IT IMPACT WRITING?

Elizabeth Cruz­Soto¹, Nancy Keranen²

¹Benemérita Universidad Autónoma de Puebla, Puebla, México ²Benemérita Universidad Autónoma de Puebla, Puebla, México

There is now an emerging body of literature on screen­capture­technology (SCT) as a means for providing writing feedback (fb) to students. Much of it focuses on how/why to use it and teachers’ and students’ perceptions/attitudes about it (e.g., ​ Edwards, Dujardin and Willams, 2012; Jackson­Vincelette and Bostic, 2013; Séror, 2012)​ . At this point what is needed are empirical studies on how students manage/respond to SCTfb and if they feel it results in positive changes in their writing.

Aims­This study aimed to describe how students in an ELT graduate program, actually dealt with SCTfb via think­aloud protocol interviews and to compare how that differed with their actions regarding their other forms of writing fb.

RQ1­How do the students manage SCTfb? RQ2­In what ways is their management of the SCTfb different from their management of their more customary forms of writing feedback?

Approach/Methods Qualitative­Stimulated­recall/think­aloud protocol Results­The results will describe the processes associated with the use of SCTfb in the research context, show how the participants responded to SCTfb in terms of management, actions taken, and emotional responses, and compare those with other forms of writing feedback they received.

Implications Theoretical­The study seeks to fill the gap in our understanding of how students respond to SCTfb and to shed further light on processes students engage when responding to SCTfb when compared with their responses to their more customary forms of writing feedback.

Pedagogical­Knowing the possible actions students may take with SCTfb can help writing teachers choose among the increasingly available options for feedback.

References

Brick, B. and Holmes, J. 2008. Using screencapture software for student feedback: Towards a methodology.

Paper presented at the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2008).

Edwards, K., Dujardin, A. F. and Willams, N. 2012. Screencast feedback on a distance learning MA in professional communication: An action research project. ​ Journal of Academic Writing, ​ 2(1), pp. 95­126.

Hynson, Y. T. A. 2012. An Innovative Alternative to Providing Writing Feedback on Students' Essays.

Teaching English with Technology,​ 12(1), pp. 53­57.

Jackson­Vincelette, E. and Bostic, T. 2013. Show and tell: Student and instructor perceptions of screencast assessment. ​ Assessing Writing, ​ 18. Accessed January 15, 2015. doi:10.1016/j.asw.2013.08.001.

Séror, J. 2012. Show me! Enhanced feedback through screencasting technology. ​ TESL Canada Journal / Revue TESL du Canada, ​ 30(1), pp.104­16.

Stieglitz, G. 2013. Screencasting: Informing students, shaping instruction. ​ UAE Journal of Educational Technology and eLearning, ​ 4, pp. 58­62.