The advancement of computer technology and its present contribution to language learning cannot be underestimated. Computer technology can also offer ways to improve the effectiveness of corrective feedback in writing instruction. In this respect, video-capture tools might give opportunities for language learners to improve their writing skill through recorded videos where their instructors comment on, or offer corrections to their mistakes and/or errors. These videos can be watched and replayed beyond the boundaries of time and space. The collection of feedback videos also serves learners as a portfolio to track their own writing performance. Therefore, this experimental study investigated video inclusive portfolios (VIPs) as an alternative to traditional feedback in English as a foreign language (EFL) writing instruction.
Over a five-week period, the control and experimental groups were provided with feedback based on correction codes and VIPs, respectively. The amount of accurate correction incorporated by EFL learners in two different groups was analyzed through statistical tests. The findings revealed that video feedback helped learners incorporate more correction into their subsequent drafts. Secondly, the study investigated whether video feedback helped learners incorporate more correction for different feedback categories (e.g., explicit feedback, simple mechanical, complex mechanical, and organizational feedback). The findings indicated that while the form of feedback (video or traditional feedback) did not show any statistically significant difference for explicit feedback, video feedback enabled learners to incorporate more correction in terms of simple mechanical, complex mechanical, and organizational feedback. Finally, learners’ perceptions were investigated through a questionnaire administered to the experimental group at the end of the study. The findings revealed that learners favored VIPs over traditional feedback because of its added advantages such as being information-rich and having the features of conferencing. The findings imply that video feedback is an effective method to provide EFL learners with teacher feedback.
