The recent and rapid developments in the application of educational technology have significant impact on L2 writing teachers’ feedback practices (Stapleton & Radia, 2009). While it is still common for teachers to give handwritten feedback, some give written feedback on online word-processing software (e.g. Google Docs, OneNote). Although recent studies on e-feedback have shown that synchronous and asynchronous feedback given online was positively perceived by both students and teachers (Long, 2007; Shintani, 2016), the comparative effectiveness of e-feedback and handwritten feedback is still not thoroughly examined. The present study, which was conducted in the speakers' own writing classrooms, investigates how e-feedback on Google Docs and handwritten feedback are given and attended to in a Hong Kong community College. Based on the data collected from four sources: two essays written by 94 students (the first drafts and the redrafts), e-feedback and handwritten feedback given by the author-instructor, open-ended student questionnaires administered at theend of the course, and individual semi-structured interviews with 12 students, findings indicate that while the writing instructor gave more e-feedback than handwritten feedback and the students attended to more e-feedback, students’ response to e-feedback was less satisfactory. Implications related to teachers’ feedback practices are discussed, which include suggestions for adopting a blended approach to giving feedback and providing strategy-specific e-feedback. Copyright © 2017 by TEA Conference 2018. All Rights Reserved.
|Publication status||Published - Feb 2018|