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Written Text-Based and Audio-Visual Feedback Practices in EFL Writing: Investigating University Students’ Responses, Challenges, and Strategies

Document Type : Research Article

Authors

1 Ph.D. Candidate in English Language Teaching, Universitas Negeri Malang, Malang, Indonesia Lecturer, Faculty of Teacher Training and Education, Universitas Islam Kalimantan MAB Banjarmasin, Indonesia

2 Professor of ELT, Department of English, Faculty of Letters, Universitas Negeri Malang (UM), Malang, Indonesia

3 Associate Professor of ELT, Department of English, Faculty of Letters, Universitas Negeri Malang (UM), Malang, Indonesia

4 Assistant Professor of ELT, Department of English Language Education, Faculty of Teacher Training and Education, Universitas Islam Kalimantan MAB Banjarmasin, Indonesia, ORCID

Abstract

Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of written text-based and audio-visual feedback in an EFL writing class. To fill this gap, this classroom case study investigates Indonesian undergraduate students’ responses to various types of multimodal feedback, aiming to promote substantive revision and improvement in their writing. This multimodal feedback provides a more comprehensive and engaging approach to guiding and supporting student learning in writing development compared to using written text-based feedback alone.  Data were collected through students’ written drafts, instructor feedback, student-instructor conferences, and follow-up interviews with students enrolled in an essay writing course. The findings revealed that while many students initially experienced confusion, frustration, or discouragement, particularly with indirect written corrective feedback, continued instructor support and the use of audio-visual feedback enhanced clarity, engagement, and understanding through its conversational tone and visual cues. Students became more reflective and utilized diverse resources, although they struggled with higher-level revisions due to limited feedback literacy and writing proficiency, or a lack of language proficiency. To overcome challenges, they relied on peer collaboration, instructor guidance, and digital tools. Face-to-face conferences also helped them clarify issues and improve the quality of their drafts.

Keywords

Main Subjects

Article Title [Persian]

شیوه‌های بازخورد نوشتاری مبتنی بر متن و صوتی-تصویری در نگارش انگلیسی به عنوان زبان خارجی: بررسی پاسخ‌ها، چالش‌ها و استراتژی‌های دانشجویان اندونزیایی

Authors [Persian]

  • سوپیانی .سوپیانی 1
  • دکتر نور موکمیناتین 2
  • دکتر سوهاریادی سوهاریادی 3
  • دکتر سیتی مونیرو 3
  • دکتر لیلاتول کودریه 4

1 دانشجوی آموزش زبان انگلیسی، دانشگاه نگری مالانگ، مالانگ، اندونزی مدرس، دانشکده تربیت معلم و آموزش، دانشگاه اسلام کالیمانتان، بانجارماسین، اندونزی

2 استاد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات، دانشگاه نگری مالانگ، مالانگ، اندونزی

3 دانشیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات، دانشگاه نگری مالانگ، اندونزی

4 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده تربیت معلم و علوم تربیتی، دانشگاه اسلام کالیمانتان، بانجارماسین، اندونزی چکیده

Abstract [Persian]

مطالعات پیشین، تعامل زبان­ آموزان با اشکال مختلف بازخورد نوشتاری معلم، به ویژه در رابطه با بهبود عملکرد نوشتاری، را مورد کاوش قرار داده­اند. با این حال، در این پژوهش­ها چگونگی واکنش عاطفی، شناختی و رفتاری زبان­آموزان به استفاده از ترکیبی از بازخورد نوشتاری مبتنی بر متن و بازخورد صوتی-تصویری در یک کلاس نوشتاری آموزش زبان انگلیسی کمتر مورد توجه قرار گرفته است. برای پر کردن این شکاف، پژوهش موردی کلاسی حاضر ، پاسخ‌های دانشجویان کارشناسی اندونزیایی به انواع مختلف بازخورد چندوجهی را با هدف ارتقای بازنگری اساسی و بهبود نوشتاری آنها بررسی نموده است. این بازخورد چندوجهی، در مقایسه با استفاده صرف از بازخورد نوشتاری مبتنی بر متن، رویکردی جامع‌تر و جذاب‌تر برای هدایت و حمایت از یادگیری دانش‌آموزان در توسعه نوشتاری ارائه می‌دهد. داده‌ها از طریق پیش‌نویس‌های نوشتاری دانش‌آموزان، بازخورد مدرس، کنفرانس‌های بین زبان‌آموز-مدرس و مصاحبه‌های بعدی با دانش‌آموزانی که در یک دوره مقاله‌نویسی ثبت‌نام کرده بودند، جمع‌آوری گردید. یافته‌ها نشان داد در حالی که بسیاری از دانش‌آموزان در ابتدا و به ویژه با بازخورد اصلاحی نوشتاری غیرمستقیم دچار تجربۀ سردرگمی، ناامیدی یا دلسردی را می­شدند، ، حمایت مداوم مدرس و استفاده از بازخورد صوتی-تصویری، موجب افزایش وضوح، تعامل و درک از طریق لحن محاوره‌ای و نشانه‌های بصری آن گردید. دانشجویان بیشتر تأمل کردند و از منابع متنوع استفاده کردند، اگرچه به دلیل سواد محدود بازخورد و مهارت نوشتاری یا فقدان مهارت زبانی، در تصحیح­های سطح بالاتر با مشکل مواجه بودند. برای غلبه بر چالش‌ها، آنها به همکاری همسالان، راهنمایی مدرس و ابزارهای دیجیتال تکیه کردند. کنفرانس‌های حضوری نیز به آنها کمک کرد تا مسائل را روشن کنند و کیفیت پیش‌نویس‌های خود را بهبود بخشند.

Keywords [Persian]

  • بازخورد صوتی-تصویری
  • پاسخ‌های دانشجویان
  • دانشجویان دانشگاه
  • بازخورد مبتنی بر متن کتبی
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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Volume 13, Issue 2
October 2025
Pages 49-76
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  • Receive Date: 28 August 2025
  • Revise Date: 19 September 2025
  • Accept Date: 24 September 2025
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