Efeito do feedback por meio de screencasting na escrita de um ensaio discursivo
Resumo
O objetivo geral desta pesquisa foi avaliar o impacto do feedback fornecido por meio de screencasting em ensaios discursivos escritos. Três dimensões foram avaliadas: organização e estrutura, cumprimento da tarefa e domínio do idioma.
A amostra foi composta por 18 estudantes do 7.º ano de uma escola particular em Concepción, Chile. O estudo seguiu um delineamento pré-experimental, aplicando um pré-teste e um pós-teste com um grupo intacto (não randomizado). Em ambos os testes, o instrumento utilizado correspondeu à seção de escrita do exame internacional Trinity.
Na intervenção, o grupo participou de um tratamento de três semanas, que consistiu na redação individual de três ensaios discursivos em formato on-line. O feedback foi fornecido por meio da ferramenta screencast.
A análise dos resultados do pré-teste e do pós-teste mostrou diferenças significativas no desempenho dos ensaios discursivos nas três dimensões avaliadas: organização e estrutura, cumprimento da tarefa e domínio do idioma. Esses resultados confirmam a hipótese do estudo: a provisão de feedback por meio de screencasting tem um impacto positivo na escrita de ensaios discursivos. Em relação ao questionário, a maioria dos estudantes demonstrou percepção positiva sobre o feedback recebido via screencast.
Referências
Ali, A. (2016). Effectiveness of Using Screencast Feedback on efl Students’ Writing and Perception. English Language Teaching, 9(8), 106-121. https://files.eric.ed.gov/fulltext/EJ1106616.pdf DOI: https://doi.org/10.5539/elt.v9n8p106
Bakla, A. (2018). An Overview of Screencast Feedback in efl Writing: Fad or the Future. Yabancı Dil Olarak Türkçe Öğretimi ve Yabancı Dil Öğretimi Araştırmaları, 319-331. http://replay.tlc.aston.ac.uk/wp-content/uploads/sites/40/2019/01/An-Overview-of-Screencast- Feedback-in-EFL-Writing-Fad-or-the-Future.pdf
Bakla, A. (2020). A Mixed-Methods Study of Feedback Modes in efl Writing. Language Learning and Technology, 24(1), 107-128. https://www.lltjournal.org/item/10125-44712/ DOI: https://doi.org/10.64152/10125/44712
Boone, J. y Carlson, S. (2011). Paper Review Revolution: Screencasting Feedback for Developmental Writers. nade Digest, 5(3), 15-23. https://files.eric.ed.gov/fulltext/EJ1097602.pdf
Burke, D. y Pieterick, J. (2010). Giving Students Effective Written Feedback. McGraw-Hill Education.
Cárcamo, B. (2020). Classifying Written Corrective Feedback for Research and Educational Purposes: A Typology Proposal. Profile Issues in Teachers’ Professional Development, 22(2), 211-222. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902020000200211 DOI: https://doi.org/10.15446/profile.v22n2.79924
Cheng, D. y Li, M. (2020). Screencast Video Feedback in Online tesol Classes. Computers and Composition, (58), 102612. https://doi.org/10.1016/j.compcom.2020.102612 DOI: https://doi.org/10.1016/j.compcom.2020.102612
Cranny, D. (2016). Screencasting: A Tool to Facilitate Engagement with Formative Feedback? aishe-j: The All Ireland Journal of Teaching and Learning in Higher Education, 8(3), 2911-2927. https://doi.org/10.62707/aishej.v8i3.291
Cunningham, K. (2019). Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback in esl Writing. Computers and Composition, (52), 222-241. https://doi.org/10.1016/j.compcom.2019.02.003 DOI: https://doi.org/10.1016/j.compcom.2019.02.003
Edwards, K., Dujardin, A. y Williams, N. (2012). Screencast Feedback for Essays on a Distance Learning ma in Professional Communication: An Action Research Project. Journal of Academic Writing, 2(1), 95-126. https://doi.org/10.18552/joaw.v2i1.62 DOI: https://doi.org/10.18552/joaw.v2i1.62
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1). https://doi.org/10.5070/l2.v1i1.9054 DOI: https://doi.org/10.5070/L2.V1I1.9054
Ebrahimi, S. y Ebadi, S. (2024). Exploring the Impact of Screencast-Based Ipsative Assessment on efl Students’ Writing Development. Language Testing in Asia, (14). https://languagetestingasia.springeropen.com/articles/10.1186/s40468-024-00315-y DOI: https://doi.org/10.1186/s40468-024-00315-y
Ghosn-Chelala, M. y Al-Chibani, W. (2018). Screencasting: Supportive Feedback for efl Remedial Writing Students. International Journal of Information and Learning Technology, 35(3), 146-159. https://www.emerald.com/insight/content/doi/10.1108/ijilt-08-2017-0075/ full/html DOI: https://doi.org/10.1108/IJILT-08-2017-0075
Gibbs, G. y Simpson, C. (2004). Does Your Assessment Support Your Students’ Learning? Journal of Teaching and Learning in Higher Education, 1(1), 1-30. https://www.researchgate.net/publication/239768130_Does_Your_Assessment_Support_Your_Students’_Learning
Gould, J. y Day, P. (2013). Hearing You Loud and Clear: Student Perspectives of Audio Feedback in Higher Education. Assessment and Evaluation in Higher Education, 38(5), 554-566. https://www.tandfonline.com/doi/abs/10.1080/02602938.2012.660131 DOI: https://doi.org/10.1080/02602938.2012.660131
Hattie, J. y Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://journals.sagepub.com/doi/ abs/10.3102/003465430298487 DOI: https://doi.org/10.3102/003465430298487
Henderson, M. y Phillips, M. (2015). Video-Based Feedback on Student Assessment: Scarily Personal. Australasian Journal of Educational Technology, 31(1). https://doi.org/10.14742/ajet.1878 DOI: https://doi.org/10.14742/ajet.1878
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill.
Hyland, K. y Hyland, F. (2019). Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press. DOI: https://doi.org/10.1017/9781108635547
Hynson, Y. (2012). An Innovative Alternative to Providing Writing Feedback on Students’ Essays. Teaching English with Technology, 12(1), 53-57. https://www.researchbank.ac.nz/items/3ff29373-d8e4-48ea-89f3-eda41085143b
Izumi, S. (2002). Output, Input Enhancement, and the Noticing Hypothesis: An Experimental Study on esl Relativization. Studies in Second Language Acquisition, 24(4), 541-577. https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/ output-input-enhancement-and-the-noticing-hypothesis/6A24AE05CFBBB36D88AB84E8672A5C43 DOI: https://doi.org/10.1017/S0272263102004023
Jackson, M. y Bostic, T. (2013). Show and Tell: Student and Instructor Perceptions of Screencast Assessment. Assessing Writing, 18(4), 257-277. https://doi.org/10.1016/j.asw.2013.05.001 DOI: https://doi.org/10.1016/j.asw.2013.08.001
Juffs, A. y Harrington, M. (2011). Aspects of Working Memory in L2 Learning. Language Teaching, 42(2), 137-166. https://doi.org/10.1017/ S0261444810000509 DOI: https://doi.org/10.1017/S0261444810000509
Kim, E. y Lee, K. (2019). Effects of an Examiner’s Positive and Negative Feedback on Self-Assessment of Skill Performance, Emotional Response, and Self-Efficacy in Korea: A Quasi-Experimental Study. bmc Medical Education, (19), 1-7. DOI: https://doi.org/10.1186/s12909-019-1595-x
Knauf, H. (2016). Reading, Listening and Feeling: Audio Feedback as a Component of an Inclusive Learning Culture at Universities. Assessment and Evaluation in Higher Education, (41), 442-449. https://doi.org/10.1186/s12909-019-1595-x DOI: https://doi.org/10.1080/02602938.2015.1021664
Leibold, N. y Shwarz, L. (2015). The Art of Giving Online Feedback. Journal of Effective Teaching, 15(1), 34-46.
Li, W., Wang, F., Mayer, R. y Liu, T. (2022). Los agentes pedagógicos animados mejoran los resultados de aprendizaje y la actividad cerebral durante el aprendizaje. Journal of Computer Assisted Learning, (38), 621637.
Marín, F. (2013). Análisis y diagnóstico de errores en estudiantes de inglés como lengua extranjera. Exedra: Revista Científica, (8), 182-198.
Masid, O. (2017). La metáfora lingüística en español como lengua extranjera (ele): Estudio preexperimental en tres niveles de competencia. Porta Linguarum, (27), 155-170. https://dialnet.unirioja.es/servlet/articulo?codigo=6151256
Matsumura, A. y Hann, G. (2004). Computer Anxiety and Students’ Preferred Feedback Methods in efl Writing. The Modern Language Journal, 88(3), 403-415. DOI: https://doi.org/10.1111/j.0026-7902.2004.00237.x
Mayer, R. (2022). Teoría cognitiva del aprendizaje multimedia. En R. Mayer y L. Fiorella (eds.), The Cambridge Handbook of Multimedia Learning (3.ª ed., pp. 57-72). Cambridge University Press. DOI: https://doi.org/10.1017/9781108894333.008
Muñoz, C., Rojas, R. y Salazar, F. (2013). La enseñanza del inglés en Chile: enfoques predominantes y desafíos. Revista Electrónica Actualidades Investigativas en Educación, 13(2), 1-20.
Nassaji, H. (2016). Researching Corrective Feedback in Interaction and Instruction. Language Teaching Research, 20(4), 433-435. https://doi.org/10.1177/1362168816651018 DOI: https://doi.org/10.1177/1362168816651018
Orlando, J. (2016). A Comparison of Text, Voice, and Screencasting Feedback to Online Students. American Journal of Distance Education, 30(3), 156-166. https://doi.org/10.1080/08923647.2016.1187472 DOI: https://doi.org/10.1080/08923647.2016.1187472
Ormeño, A. y Panes, C. (2021). Enseñanza del inglés en contextos escolares chilenos: Desafíos para el desarrollo de la escritura. Revista Chilena de Educación en Lenguas Extranjeras, 12(1), 55-72. https://repositorio.uchile.cl/bitstream/handle/2250/168029/Ense%C3%B1anza%20 del%20ingl%C3%A9s%20en%20contextos%20vulnerables.pdf?sequence=1
Ormeño, A., Panes, C. y Vidal, M. (2021). Estrategias para la enseñanza de la escritura en inglés como lengua extranjera: un estudio explo¬ratorio en Chile. Lenguas Modernas, 58(2), 34-50.
Orsmond, P., Maw, S., Park, J., Gomez, S. y Crook, (2013). Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education, 38(2), 240-252. DOI: https://doi.org/10.1080/02602938.2011.625472
Pachuashvili, N. (2024). Using Screencast Video Feedback in the 21st Century efl Writing Class. iafor Journal of Education, 12(1), 225-242. https://doi.org/10.22492/ije.12.1.0 DOI: https://doi.org/10.22492/ije.12.1.09
Price, M., Handley, K., Millar, J. y O’Donovan, B. (2010). Feedback: All That Effort, but What Is the Effect? Assessment and Evaluation in Higher Education, 35(3), 277-289. https://doi.org/10.1080/02602930903541007 DOI: https://doi.org/10.1080/02602930903541007
Robinson, P. (1995). Aptitude, Awareness, and the Fundamental Similarity of Implicit and Explicit Second Language Learning. En R. Schmidt (ed.), Attention and Awareness in Foreign Language Learning (pp. 303-357). University of Hawai’i Press.
Schachter, J. (1998). Recent Research in Language Learning Studies: Promises and Problems. Language Learning, 48(4), 557-583. https://eureka-mag.com/research/062/734/062734225.php?srsltid=AfmBOoqy_DPpDJ_Y6nX4sXfWspoDuTGEioXw53gCZ1NJMTMcaunVICr6 DOI: https://doi.org/10.1111/0023-8333.00059
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-158. https://doi.org/10.1093/ applin/11.2.129 DOI: https://doi.org/10.1093/applin/11.2.129
Seliem, S. y Ahmed, A. (2009). Missing: Electronic Feedback in Egyptian efl Essay Writing Classes. https://files.eric.ed.gov/fulltext/ ED505841.pdf
Truscott, J. (1998). Instance Theory and Universal Grammar in Second Language Research. Second Language Research, 14(3), 257-291. https://doi.org/10.1191/026765898670205199 DOI: https://doi.org/10.1191/026765898670205199
Whitehurst, J. (2014). Screencast Feedback for Clear and Effective Revisions of High-Stakes Process Assignments. Conference on College Composition and Communication. http://www.ncte.org/cccc/owi-open-resource/screencast-feedback
Downloads
Copyright (c) 2025 Folios
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
