Formative Multimodal E-Feedback in Second Language Writing Virtual Learning Spaces

In the digital era, writing experience usually comes in the form of digital writing in virtual spaces. Social network sites are the ubiquitous platforms where authentic communication makes writing meaningful in our daily life. In addition, the outbreak of the COVID-19 pandemic encouraged all human a...

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Bibliographic Details
Published inPASAA: Journal of Language Teaching and Learning in Thailand Vol. 64; pp. 52 - 67
Main Author Kulprasit, Watcharee
Format Journal Article
LanguageEnglish
Published Chulalongkorn University Language Institute 01.07.2022
Subjects
College Students
Computer Mediated Communication
COVID-19
Electronic Learning
Feedback (Response)
Formative Evaluation
Pandemics
Second Language Learning
Teaching Methods
Writing Instruction
Online AccessGet full text
ISSN0125-2488
DOI10.58837/chula.pasaa.64.1.3

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Summary:In the digital era, writing experience usually comes in the form of digital writing in virtual spaces. Social network sites are the ubiquitous platforms where authentic communication makes writing meaningful in our daily life. In addition, the outbreak of the COVID-19 pandemic encouraged all human activities to be done online. In the academic realm, particularly second language writing pedagogy, digital tools have been used to support digital learning and improve students' writing performance online. Moreover, as feedback is a crucial learning tool in writing pedagogy to help enhance students' writing development in campus-based settings, e-feedback takes on this role in virtual learning environments (VLE) in second language writing pedagogy. This article aims to introduce multimodal e-feedback that can be formatively employed in the writing process in second language writing virtual learning environments. Some practical pedagogical implications are also presented.
ISSN:0125-2488
DOI:10.58837/chula.pasaa.64.1.3