Abstract Summary
This study reviews studies between 2010 and 2020 to examine screencast second language written corrective feedback under the framework of Best Practices and the International Society for Technology in Education standards to reconceptualize the notion of e-feedback and refine the best practice in the field of second language writing studies.
Abstract :
Second language writing (SLW) studies have been widely researched for decades. In particular, second language written corrective feedback (L2WCF) is a well-received topic in scholarship since it is a daily classroom practice for language instructors. Screencasting feedback is relatively new and has earned a lot of positive impressions among students and teachers for its innovation and multimodality (Chang, Cunningham, Satar, & Strobl, 2017). However, two problems are presented and required to be investigated. First, it is little to know if the current L2WCF best practice principle that Ferris (2014) developed can be emerged in screencasting feedback to substantially guide teachers to provide L2WCF appropriately. Second, little studies address the alignment between L2WCF best practice and the International Society for Technology in Education (ISTE) standards in screencasting feedback mode. Thus, it’s essential to ask: What do the current studies theorize the L2WCF in screencasting mode? And what are the foci for this model? How does the L2WCF in screencasting mode align with the L2WCF best practices and ISTE standards? A systematic review on scholarship between 2010 and 2020 to identify studies related to screencasting L2WCF under the framework of Best Practices and ISTE standards. Each study is reviewed for its framework, method, scoops of the study, findings, and implications. This review provides a systematic overview of the published and peer-reviewed studies available to reconceptualize the notion of e-feedback and refine the best practice of screencast L2WCF in the field of second language writing studies.
