Abstract
This study investigated the role of asynchronous multimodal feedback, including text, audio, and screencasts, in EFL writing using a sequential explanatory mixed-methods design. In addition, participants' perceptions and preferences regarding the feedback categories were investigated. In a counter-balanced design, 60 university students studying EFL at the intermediate level were divided into three groups, each receiving a different type of feedback. Using one-way between-groups ANOVA and post-hoc tests, the efficacy of multimodal feedback on the writing development of groups was investigated. While the results of the one-way ANOVA indicated that feedback enhanced the writing performance of EFL students in all three classes, the post hoc multiple comparison tests revealed that students who received screencasting feedback performed better than those who received audio or text feedback. The qualitative data were analyzed using thematic analysis, which revealed the students' favorable perceptions of multimodal feedback and their preference for screencasting feedback over text and auditory feedback. The findings suggest that alternative methods for creating and delivering feedback categories should be integrated into online EFL writing courses to consider students' preferences for receiving feedback.
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