Students’ responses towards the use of screen recording technology in the teacher’s feedback for students’ EMI writing assignments at a university in Vietnam

Abstract

Given the essential role of teachers’ feedback in language learning, a great body of research has been conducted to find ways of boosting the quality of teachers’ comments on students’ performance. Nonetheless, little has been written about the use of screen video recording technology especially through Loom website in recording more detailed, vivid, and effective video feedback for learners’ writing assignments, especially in EMI context. Hence, this action research study was conducted to shed light on the learners’ perspectives towards the use of screen recording technology (Loom) in the teacher’s feedback for their writing assignments. Two data collection instruments, namely surveys and semi-structured interviews were utilized to collect data from a class majoring in English language at a university in Vietnam. The results revealed that all of the students had positive responses towards the video feedback recorded via Loom as it could bring several benefits for both learners and teachers. Loom multimedia feedback was claimed to be not only more detailed, and vivid with the aid of both text and audio explanation, but also more time-saving and convenient than text feedback. However, some minor drawbacks were also pointed out with several suggestions to enhance the quality of feedback.