The Use of Screencast Feedback to Enhance the Writing Performances: The Case of Second-year Students of English at Tebessa University

Abstract

Despite being convinced by the power of feedback to promote students’ writing abilities as demonstrated by its application in language learning, however, some complaints concerning its use in English as a Foreign Language (EFL) classrooms still exist due to the different constraints that usually appear in such a context. Owing to advances in technology, teachers are now able to deal with formative feedback to assess the students’ writing skills through the Screencast Feedback (ScF). To this end, this study explores the impact of ScF on students’ writing regarding content, organisation, and grammar. A pre-experimental design was conducted with 32 second-year students enrolled in the Department of Literature and the English Language at Tebessa University, whose writing ability were tested before and after the implementation of the ScF. For an in-depth understanding, a structured focus group interview was conducted. Statistics showed an increase in the students’ writing abilities. The students considered ScF supportive, much more personal, and a much more motivating tool.