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This study reports on student perceptions of the use of SoundCloud, a web-based, audio recording application, for instructor-student feedback and peer-peer feedback. Results from self-report survey data indicate positive reactions to SoundCloud feedback from their instructors as well as their peers. Implications of these results are presented, including student comprehension of their evaluations, as well as their sense of community. This study responds to the importance of improving current educational practices in ways that engage students, as well as the need to test the potential of new technologies.

This article argues that in the teaching of writing online, incidents of linguistic discrimination can be (in)directly caused by faculty unfamiliarity with online teaching best practices, lack of critical linguistic awareness, and the prevalent legacy of racist and monolingual ideologies. To address this issue, it is necessary to cultivate empathy as a bridge between instructors and students. This article calls for the interconnectedness of empathy and linguistic justice in online writing courses as tools to create more equitable and inclusive environments for "all" students. The article uses data from a longitudinal, cross-institutional study to apply an empathetic, linguistically just approach to OWI to examine assumptions around technology instructions and use. The authors stress the importance of understanding student perspectives and experiences and outline strategies that humanize students in online writing courses. Implications for teaching include a need for increased reflexivity and pedagogical clarity.