The effect of audio-visual feedback on writing components and writing performance of medical university students in two different modes of instruction, flipped and traditional

References

• Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–21. https://doi.org/https://doi.org/10.1080/07294360.2014.934336
   Web of Science ®Google Scholar
• Ali, A. D. (2016). Effectiveness of using screencast feedback on EFL students’ writing and perception. English Language Teaching, 9(8), 106–121. https://doi.org/https://doi.org/10.5539/elt.v9n8p106
   Google Scholar
• AlJaser, A. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah Bint Abdulrahman University. Canadian Center of Science and Education, 10(14), 67–77. https://doi.org/https://doi.org/10.5539/elt.v10n4p67
   Google Scholar
• Attali, Y. (2015). Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. Computers & Education, 86(2015), 260–267. https://doi.org/https://doi.org/10.1016/j.compedu.2015.08.011
   Web of Science ®Google Scholar
• Barroga, E., & Mitoma, H. (2019). Improving scientific writing skills and publishing capacity by developing university-based editing system and writing programs. Journal of Korean Medical Science, 34(1), 1–8. https://doi.org/https://doi.org/10.3346/jkms.2019.34.e9
   Web of Science ®Google Scholar
• Bartlett, A. (1994). The implications of whole language for classroom management. Action in Teacher Education, 16(1), 65–74. https://doi.org/https://doi.org/10.1080/01626620.1994.10463189
   Google Scholar
• Berrett, D. (2012). How ‘Flipping’ the classroom can improve the traditional; lecture. The Chronicle of Higher Education, 12(19), 1–3. https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/
   Google Scholar
• Black, P. J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/https://doi.org/10.1007/s11092-008-9068-5
   Web of Science ®Google Scholar
• Borup, J., West, R. E., & Thomas, R. (2015). The impact of text versus video communication on instructor feedback in blended courses. Educational Technology Research and Development, 63(2), 161–184. https://doi.org/https://doi.org/10.1007/s11423-015-9367-8
   Web of Science ®Google Scholar
• Brick, B., & Holmes, J. (2014). Using screen capture for student feedback. Paper presented at the eleventh international conference cognition and exploratory learning in digital agePorto, PT. http://www.iadis.org
   Google Scholar
• Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Sage.
   Google Scholar
• Cavaleri, M., Satomi, K., Bruno, D., & Clare, P. (2019). How recorded audio-visual feedback can improve academic language support. Journal of University Teaching & Learning Practice, 16(4), 1–19. https://doi.org/https://doi.org/10.53761/1.16.4.6
   Web of Science ®Google Scholar
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles of good practice in undergraduate education: Faculty inventory. American Association for Higher Education.
   Google Scholar
• Coffman, M. L. (2011). The impacts of web-enhanced versus traditional writing instruction. Union University, ProQuest Dissertations Publishing, 1–136. https://search.proquest.com/openview/fe3f80f0c4a9e087ecf60caab48e36a8/1?pq-origsite=gscholar&cbl=18750&diss=y
   Google Scholar
• Cresswell, A. (2000). Self-monitoring in student writing: Developing learner responsibility. ELT Journal, 54(3), 235–244. https://doi.org/https://doi.org/10.1093/elt/54.3.235
   Google Scholar
• Daniel, J. (2013). Audio-visual aids in teaching of English. International Journal of Innovative Research in Science, Engineering and Technology, 2(8), 3811–3814.
   Google Scholar
• Davis, A., & McGrail, E. (2009). “Proof-Revising” with podcasting: Keeping readers in mind as students listen to and rethink their writing. The Reading Teacher, 62(6), 522–529. https://doi.org/https://doi.org/10.1598/RT.62.6.6
   Web of Science ®Google Scholar
• DeVoss, D. N., Eidman-Aadahl, E., & Hicks, T. (2010). Because digital writing matters: Improving student writing in online and multimedia environments. John Wiley & Sons.
   Google Scholar
• Donovan, D., & Loch, B. (2013). Closing the feedback loop: Engaging students in large first-year mathematics test revision sessions using pen-enabled screens. International Journal of Mathematical Education in Science and Technology, 44(1), 1–13. https://doi.org/https://doi.org/10.1080/0020739X.2012.678898
   Google Scholar
• Ekmekçi, E. (2018). Exploring Turkish EFL students’ writing anxiety. Matrix Int Online J, 18(1), 158–175.
   Google Scholar
• Ellman, M. S., & Schwartz, M. L. (2016). Article commentary: Online learning tools as supplements for basic and clinical science education. Journal of Medical Education and Curricular Development, 3, 109–114. https://doi.org/https://doi.org/10.4137/JMecd.S18933
   Web of Science ®Google Scholar
• Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. https://doi.org/https://doi.org/10.1111/flan.12183
   Web of Science ®Google Scholar
• Ferrer, G., & García-Barrera, A. (2014). Evaluation of the effectiveness of flipped classroom videos. In 8th international technology, education and development conference (pp. 2608–2613). Valencia, Spain.
   Google Scholar
• Grabe, W., & Kaplan, R. B. (2014). Theory and practice of writing: An applied linguistic perspective. Routledge.
   Google Scholar
• Halwani, N. (2017). Visual aids and multimedia in second language acquisition. English Language Teaching, 10(6), 1916–4750. https://doi.org/https://doi.org/10.5539/elt.v10n6p53
   Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Henderson, M., & Phillips, M. (2014). Technology enhanced feedback on assessment. Paper presented at the 26th australian computers in educational conference, Adelaide, South Australia. http://acec2014.acce.edu.au/session/technology-enhanced-feedback-assessment
   Google Scholar
• Hepplestone, S., Holden, G., Irwin, B., Parkin, H., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A Literature Review. Research in Learning Technology, 19(2), 117–127. https://doi.org/https://doi.org/10.3402/rlt.v19i2.10347
   Google Scholar
• Hyde, E. (2013). Talking results: Trialing audio-visual feedback method for resubmissions. Innovative Practice in Higher Education, 1(3). http://journals.staffs.ac.uk/index.php/ipihe/article/view/37
   Google Scholar
• Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House. https://doi.org/https://doi.org/10.2307/3588173
   Google Scholar
• Jony, S. (2016). Student centered instruction for interactive and effective teaching learning: Perceptions of teachers in Bangladesh. International Journal of Advanced Research in Education & Technology, 3(3), 172–178. http://ijaret.com/wpcontent/themes/felicity/issues/vol3issue3/mdsolaiman.pdf
   Google Scholar
• Kafipour, R., Mahmoudi, E., Khojasteh, L., & Khajavi, Y. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education, 5(1), 1–16. https://doi.org/https://doi.org/10.1080/2331186X.2018.1496627
   Web of Science ®Google Scholar
• Kashefian-Naeeini, S., & Sheikhnezami-Naeini, Z. (2020). Communication skills among school masters of different gender in Shiraz, Iran. International Journal of Advanced Science and Technology, 29(2), 1607–1611. http://sersc.org/journals/index.php/IJAST/article/view/3405/2350
   Google Scholar
• Kerr, J., Dudau, A., Deeley, S., Kominis, G., & Song, Y. (2016). Audio-Visual Feedback: Student attainment and student and staff perceptions. University of Glasgow. http://eprints.gla.ac.uk/119844/7/119844.pdf
   Google Scholar
• Khojasteh, L., Shokrpour, N., & Afrasiabi, M. (2016). The relationship between writing self-efficacy and writing performance of Iranian EFL students. International Journal of Applied Linguistics & English Literature, 5(4), 29–37. https://doi.org/https://doi.org/10.7575/aiac.ijalel.v.5n.4p.29
   Google Scholar
• Lee, I. (2008). Ten mismatches between teachers‘ beliefs and written feedback practice. ELT Journal, 63(1), 13–22. https://doi.org/https://doi.org/10.1093/elt/ccn010
   Web of Science ®Google Scholar
• Lunt, T., & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759–769. https://doi.org/https://doi.org/10.1080/02602930902977772
   Web of Science ®Google Scholar
• Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511816819.004
   Google Scholar
• Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511811678
   Google Scholar
• McCarthey, S. J., & Ro, E. (2011). Approaches to writing instruction. Pedagogies: An International Journal, 6(4), 273–295. https://doi.org/https://doi.org/10.1080/1554480X.2011.604902
   Google Scholar
• McCarthy, J. (2015). Evaluating written, audio, and video feedback in higher education summative assessment tasks. Issues in Educational Research, 25(2), 153–169. http://www.iier.org.au/iier25/mccarthy.html
   Web of Science ®Google Scholar
• Mousavi, H. S., & Kashefian-Naeeini, S. (2011). Academic writing problems of Iranian post-graduate students at national university of Malaysia (UKM). European Journal of Social Sciences, 23(4), 581–591. http://www.eurojournals.com/EJSS_23_4_08.pdfs
   Google Scholar
• Noordin, N., & Khojasteh, L. (2021). The effects of electronic feedback on medical university students’ writing performance. International Journal of Higher Education, 10(4), 124–134. https://doi.org/https://doi.org/10.5430/ijhe.v10n4p124
   Google Scholar
• Nourinezhad, S., Kashefian-Naeeini, S., & Tarnopolsky, O. (2020). Iranian EFL university learners and lecturers’ attitude towards translation as a tool in reading comprehension considering background variables of age, major and years of experience. Cogent Education, 7(1), 1–23. https://doi.org/https://doi.org/10.1080/2331186X.2020.1746104
   Web of Science ®Google Scholar
• Nueuendorf, K. A. (2002). The content analysis guidebook. Sage.
   Google Scholar
• Perkoski, R. (2017). The impact of multimedia feedback on student perceptions: video screencast with audio compared to text-based email. Doctoral Dissertation, University of Pittsburgh. ( Unpublished). http://d-scholarship.pitt.edu/31759/
   Google Scholar
• Phuket, R. N., & Othman, N. B. (2015). Understanding EFL students’ errors in writing. Journal of Education and Practice, 6(32), 99–106.
   Google Scholar
• Saunders, M., Lewis, P., & Thornhill, A. (2012). Research methods for business students (6th ed.). Pearson Education Limited.
   Google Scholar
• Schmidt, H. G., Wagener, S. L., Smeets, G. A. C. M., Keemink, L. M., & Van Der Molen, H. T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 12–18. https://doi.org/https://doi.org/10.1016/j.hpe.2015.11.010
   Google Scholar
• Shahini, G. H. (1988). A needs assessment for EFL courses at Shiraz University ( Unpublished master’s thesis). Shiraz University.
   Google Scholar
• Shahsavar, Z., & Asil, M. (2019). Diagnosing English learners’ writing skills: A cognitive diagnostic modeling study. Cogent Education, 6(1), 1–19. https://doi.org/https://doi.org/10.1080/2331186X.2019.1608007
   Web of Science ®Google Scholar
• Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. The International Review of Research in Open and Distributed Learning, 11(3), 1–20. https://doi.org/https://doi.org/10.19173/irrodl.v11i3.851
   Web of Science ®Google Scholar
• Tajalizadeh Khob, M., & Rabi, A. (2014). Meaning-focused audiovisual feedback and EFL writing motivation. Journal of Language and Translation, 4(2), 61–70.
   Google Scholar
• Thai, N., De Wever, B., & Valke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. https://doi.org/https://doi.org/10.1016/j.compedu.2017.01.003
   Web of Science ®Google Scholar
• Thompson, R., & Lee, M. J. (2012). Talking with students through screencasting: Experimentations with video feedback to improve student learning. The Journal of Interactive Technology and Pedagogy, 1(1), 17–26.
   Google Scholar
• Tidwell, D. L., & Steele, J. L. (1995, December I teach what I know: An examination of teachers’ beliefs about whole language. Paper presented at the annual meeting of the national reading conference, San Antonio, TX. ( ERIC Document Reproduction Service No. ED 374 391) https://doi.org/https://doi.org/10.1086/660688
   Google Scholar
• Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ writing errors in different text types: The interference of the first language. English Language Teaching, 6(1), 67–78. https://doi.org/https://doi.org/10.5539/elt.v6n1p67
   Google Scholar
• West, J., & Turner, W. (2016). Enhancing the assessment experience: Improving student perceptions, engagement and understanding using online video feedback. Innovations in Education and Teaching International, 53(4), 400–410. https://doi.org/https://doi.org/10.1080/14703297.2014.1003954
   Web of Science ®Google Scholar
• Wiliam, D. (2010). The role of formative assessment in effective learning environments. The nature of learning: Using research to inspire practice. OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264086487-en
   Google Scholar
• Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193–199. https://doi.org/https://doi.org/10.1177/0098628313487461
   Web of Science ®Google Scholar
• Zheng, M., Chu, C., Wu, Y., & Gou, W. (2018). The mapping of on-line learning to flipped classroom: Small private online course. Sustainability, 10(3), 1–14. https://doi.org/https://doi.org/10.3390/su10030748
   Web of Science ®Google Scholar