Exploring Different Technology-mediated Feedback Modes on EFL Learners' Writing Performance in a Cross-cultural Learning Project

Following Social Constructivism Theory [30, 31], this study explored EFL learners' writing performance in a China-US learning project. A total of 43 sophomores in China participated in two essay writing activities where they received feedback from a native English-speaking teacher (NEST). This quasi-experimental study included 20 students in the experimental group receiving video feedback and 23 students in the control group receiving e-written feedback. Students' writing performance was analyzed using the Mann-Whitney U test due to the small sample size. The results of the quantitative analysis of students' pretest and posttest writing scores indicated that their writing proficiency significantly improved in the two groups. The effectiveness of receiving different modes of feedback was not significantly different in the writing posttest scores between the two groups. The findings suggested that both video and e-written feedback provided by the NEST were equal in enhancing EFL learners' essay writing quality.