Using dialogic multimodal feedback to enhance university EFL students’ writing: affordances for language learning styles

In the context of remarkable technological advancements, computer-assisted feedback, especially video feedback, has proved to yield significant merits in language skill development. However, little research has delved into the application of dialogic multimodal feedback (DMF) to cater to different learning styles, especially for EFL learners’ writing skill development. Hence, this mixed-method study was conducted to shed light on 1/ different stakeholders’ perceptions about the affordances of dialogic multimedia feedback, and 2/ how this feedback modality affects writing skill development of students with different learning styles. Three major data collection instruments, namely survey, follow-up interview, and teachers’ reflective journals, were used to collect in-depth data regarding learners’ and teachers’ perspectives about the use of this feedback modality. Data from qualitative sources were analyzed using thematic analysis, while SPSS was used to analyze quantitative data from the survey. The results reveal various perceived affordances of dialogic multimedia feedback, including technical (replay, transcript, reaction functions), pedagogical (multimodal feedback sources for different learning styles), and social (discussion function) affordances. Both students and teachers also have generally more positive comments about the impacts of dialogic multimedia feedback compared to conventional text feedback. Not only can DMF foster deeper understanding via multi-modalities of information, engage students with various learning style preferences, but it can also alleviate workload for teachers if it is designed properly. Moreover, the interactivity function empowers more students to ask questions and reflect on teachers’ feedback, shifting feedback from the conventional passive monologic practice to two-way co-construction of knowledge. Notably, different learners may perceive and act upon the available affordances in different ways, attributing to different perceived impacts on writing skill.